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Function Art: Linking Mathematics, Technology, and Visual Arts.

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Title: Function Art: Linking Mathematics, Technology, and Visual Arts.
Authors: Bautista, Guillermo1,2 (AUTHOR) gpbautista1@up.edu.ph, Malacapo, Jemarie3 (AUTHOR), Gallos‐Cronberg, Florenda4 (AUTHOR), Kasti, Houssam5 (AUTHOR), Dana‐Picard, Noah6 (AUTHOR), Lavicza, Zsolt1 (AUTHOR)
Source: School Science & Mathematics. Jun2026, Vol. 126 Issue 3, p251-263. 13p.
Subject Terms: *Experiential learning, *Mathematics education, Mathematical functions, Mathematics software, Mirror symmetry, Animation (Cinematography), Quadratic equations
Abstract: This study investigated students' understanding of mathematical functions and strategies to create artwork using GeoGebra. It was framed by the principles of constructionism and examined how students use functions in creating artworks. We gathered data from students' artworks using the Algebra view and the Construction Protocol in the GeoGebra software. We used descriptive statistics to determine the number and types of functions used, whereas we employed thematic analysis to identify patterns and themes in students' artworks and strategies. The study found that students primarily used quadratic functions. Emerging techniques and strategies included grouping functions by artwork parts, using concepts of reflection and symmetry, combining animation and transformation, and integrating functions with other tools. The findings suggest that allowing students to create artwork through graphing can provide valuable insights into their mathematical skills. This study sheds light on the potential of GeoGebra as a tool and teaching aid for assessing students' mathematical abilities, and it offers valuable insights into students' strategies and techniques when creating mathematical art. This study revealed students' mathematical skills, strategies, and conceptual understanding through the creation of function art using GeoGebra. [ABSTRACT FROM AUTHOR]
Copyright of School Science & Mathematics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Function Art: Linking Mathematics, Technology, and Visual Arts.
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  Data: <searchLink fieldCode="JN" term="%22School+Science+%26+Mathematics%22">School Science & Mathematics</searchLink>. Jun2026, Vol. 126 Issue 3, p251-263. 13p.
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  Data: *<searchLink fieldCode="DE" term="%22Experiential+learning%22">Experiential learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+functions%22">Mathematical functions</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+software%22">Mathematics software</searchLink><br /><searchLink fieldCode="DE" term="%22Mirror+symmetry%22">Mirror symmetry</searchLink><br /><searchLink fieldCode="DE" term="%22Animation+%28Cinematography%29%22">Animation (Cinematography)</searchLink><br /><searchLink fieldCode="DE" term="%22Quadratic+equations%22">Quadratic equations</searchLink>
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  Data: This study investigated students' understanding of mathematical functions and strategies to create artwork using GeoGebra. It was framed by the principles of constructionism and examined how students use functions in creating artworks. We gathered data from students' artworks using the Algebra view and the Construction Protocol in the GeoGebra software. We used descriptive statistics to determine the number and types of functions used, whereas we employed thematic analysis to identify patterns and themes in students' artworks and strategies. The study found that students primarily used quadratic functions. Emerging techniques and strategies included grouping functions by artwork parts, using concepts of reflection and symmetry, combining animation and transformation, and integrating functions with other tools. The findings suggest that allowing students to create artwork through graphing can provide valuable insights into their mathematical skills. This study sheds light on the potential of GeoGebra as a tool and teaching aid for assessing students' mathematical abilities, and it offers valuable insights into students' strategies and techniques when creating mathematical art. This study revealed students' mathematical skills, strategies, and conceptual understanding through the creation of function art using GeoGebra. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of School Science & Mathematics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/ssm.18373
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        Text: English
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      – SubjectFull: Experiential learning
        Type: general
      – SubjectFull: Mathematics education
        Type: general
      – SubjectFull: Mathematical functions
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      – SubjectFull: Mathematics software
        Type: general
      – SubjectFull: Mirror symmetry
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      – SubjectFull: Animation (Cinematography)
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      – SubjectFull: Quadratic equations
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      – TitleFull: Function Art: Linking Mathematics, Technology, and Visual Arts.
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              M: 06
              Text: Jun2026
              Type: published
              Y: 2026
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