Abstract:

This study presents a project framed within STEAM education, whose objective is to introduce the geometric art of female artists to fifth-grade students (ages 10-11) and reinterpret their artworks using the 3D design program Tinkercad, adapting them for people with visual impairments. Within the Service-Learning methodology, the project is carried out in collaboration with the Spanish National Organization of the Blind (ONCE). The Gómez-Chacón Mood Map, adapted to this context, was applied to collect the emotional responses of the elementary school students to the implemented project. The project is structured in four phases, developed over a total of 15 sessions of 50 minutes each. The first phase focuses on the gender perspective in relation to art and mathematics. The second phase explores art and mathematics through the lens of visual impairment. In the third phase, students adapt abstract geometric artworks for people with visual impairments. The fourth and final phase corresponds to the evaluation of the project.

The project was evaluated using three rubrics: one for mathematical content, one for art education content, and one for attitudinal content. The mathematical content rubric included the following aspects:
(1) recognizing the connection between mathematics and art,
(2) communicating and interpreting measurements,
(3) communicating and interpreting descriptions of geometric figures,
(4) communicating and interpreting the location of figures, and
(5) recognizing and self-regulating emotions. A satisfaction survey and a self-assessment were also administered to evaluate students' perceptions of their own learning in the activities.

The results of the satisfaction survey show that, in general, students are satisfied with the activities, particularly the use of Tinkercad to adapt artworks for students with visual impairments. The self-assessment reveals that students do not feel confident in their acquisition of geometric knowledge, especially in activities involving the description of geometric figures. Regarding emotional management, the analysis indicates that positive emotions were present in all activities, with enjoyment and fun being particularly prominent, especially in the activity of identifying artworks through tactile perception with eyes closed. Negative emotions appeared more frequently in some activities that required the use of geometric vocabulary (such as in the tasks of describing works of art). However, in other activities where geometry was present but the focus was on the artistic component (such as in the creation of geometric abstract works), predominantly positive emotions prevailed.

In conclusion, there is evidence of increased student motivation, and although the project did not completely eliminate the negative emotions associated with geometry, there are indications that these were offset by the satisfaction derived from providing a service to students with visual impairments through the creation of accessible artworks.

Keywords:

Geometry, Artworks, Inclusion, Service-Learning, STEAM.