
06269351
j
2014b.00877
D'Amore, Bruno
Learning mathematics to use its language in a universal way. (Apprendere la matematica per usare il suo linguaggio in modo universale.)
Boll. Docenti Mat. 67, 921 (2013).
2013
Repubblica e Cantone Ticino, Dipartimento dell'educazione, della cultura e dello sport, Divisione della Scuola, Ufficio dell'insegnamento medio, Centro didattico cantonale, Laboratorio di didattica della matematica, Bellinzona
IT
M80
D20
mathematics and arts
mathematical language
Summary: Mathematics is the only discipline whose contents are more or less the same in all the countries of the world in which it is taught, depending on the age of the students. Recently Unesco has published a long document outlining the mathematical knowledge that is necessary for future citizenship. We all tend to emphasize that mathematics does not merely have practical applications, but that its extraordinary importance lies in the language that it is able to develop and that this is one of the principal objectives of its complex process of teaching/learning. We must enable future citizens to use mathematical language to interpret all natural phenomena and the disciplines that humanity is able to develop. Among these are the arts and in particular music and the plastic arts. By now for decades many art critics use mathematical language to interpret the phenomenon of artistic creation and to describe the work of artists who often are not even aware of the mathematics they use. The descriptive and rational power of mathematical language here reveals all its extraordinary effectiveness. In this sense it is ever more important to study better and in more depth the mathematics education in order to understand the dynamics of ``learning situations". Mathematics education is an autonomous science that has assumed enormous importance in recent decades; the research continues to enrich its contents, thanks also to the contribution of other domains of human knowledge.