Challenges and Opportunities in Function Art
, Musa Saimon, Wahid Yunianto, Houssam Sami El-Kasti, Zsolt Lavicza, Kristof FenyvesiThis study explored the limited research on the challenges and opportunities faced by students when creating function art using GeoGebra, addressing a gap in the literature that focuses on student outputs and engagement. It addressed the need to understand how students engage with function art and the difficulties they encounter in this process.
Function art is a mathematical art form in which graphs of mathematical functions are used to create artistic designs. This study investigated the experiences of students in using GeoGebra for function art.
The research employed a qualitative case study approach, analyzing survey responses from 111 Grade 11 students. The study focused on their experiences, challenges, and insights while creating function art using GeoGebra.
This paper contributes to the understanding of how students interact with function art. It highlights the challenges students encounter in creating function art.
Students faced difficulties related to mathematical knowledge, hardware limitations, software accessibility, and internet connectivity.
Despite challenges, students expressed appreciation for the creative integration of mathematics and art.
GeoGebra was found to be an effective tool for engaging students in mathematical explorations through artistic representations.
Some students exhibited increased motivation and interest in mathematics due to the artistic nature of the task.
Educators should provide additional support materials and training for students using GeoGebra.
Schools should consider improving access to technology in order to facilitate better learning experiences.
Integrating function art into the curriculum can foster student engagement and interdisciplinary learning.
Further studies should explore the long-term impact of function art on students’ mathematical understanding.
Comparative studies on different digital tools for creating function art could provide deeper insights into their effectiveness.
Research on teacher perspectives and professional development for integrating function art into classrooms should be conducted.
By demonstrating how function art can enhance mathematical learning and creativity, this study supports innovative educational approaches. It also highlights the need for better technological infrastructure in educational institutions.
Future research should focus on expanding the study to different educational settings, examining the role of cultural influences in function art, and exploring the potential of functions in 3D in enhancing function-based artistic expressions.
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