Pre-Columbian Art and Symmetry: An Experiment with Culturally Relevant Lessons
Disciplines
Elementary Education
Abstract (300 words maximum)
This study focuses on the understanding about symmetry young Latinx children develop using pre-Columbian art. The authors introduced Incan, Mayan, and Aztec art (as well as other cultural aspects), as an avenue to teach geometry and support the children’s mathematical discourse. Authors explored how seven and eight-year-old Latinx children who were participating in a literacy summer program can demonstrate a deeper mathematical understanding of the topic, using Latinx culture to support the development of that knowledge. The questions guiding this study are: What are the early understandings about symmetry that Latinx children demonstrate before receiving any instruction on the topic? How do culturally relevant lessons revolving around Aztec, Inca, and Mayan art support the development of understanding of symmetry by those students? Data from 20 Latinx children was analyzed. The authors found that 85% of them created an almost symmetric design by the end of the intervention (up from 60% mid-intervention). But only 71% of those kept symmetric "halves" the same size (up from 67%). 65% of the children who created the almost symmetric design did discuss the need for there to be 2 parts that had to be "the same" or "equal". Finally, 53% of those children could also identify corresponding symmetric points on their designs. In addition to that, anecdotal data showed that children enjoyed learning about pre-Columbian cultures. They continued to mention them throughout the interviews, especially Mayan culture when they described their designs. They claimed it was important for them and others to learn about these Incans, Mayas, and Aztecs and demonstrated pride in their connection to those pre-Columbian cultures. Classroom observation data is still being analyzed.
Academic department under which the project should be listed
BCOE - Elementary & Early Childhood Education
Primary Investigator (PI) Name
Paula Guerra
Pre-Columbian Art and Symmetry: An Experiment with Culturally Relevant Lessons
This study focuses on the understanding about symmetry young Latinx children develop using pre-Columbian art. The authors introduced Incan, Mayan, and Aztec art (as well as other cultural aspects), as an avenue to teach geometry and support the children’s mathematical discourse. Authors explored how seven and eight-year-old Latinx children who were participating in a literacy summer program can demonstrate a deeper mathematical understanding of the topic, using Latinx culture to support the development of that knowledge. The questions guiding this study are: What are the early understandings about symmetry that Latinx children demonstrate before receiving any instruction on the topic? How do culturally relevant lessons revolving around Aztec, Inca, and Mayan art support the development of understanding of symmetry by those students? Data from 20 Latinx children was analyzed. The authors found that 85% of them created an almost symmetric design by the end of the intervention (up from 60% mid-intervention). But only 71% of those kept symmetric "halves" the same size (up from 67%). 65% of the children who created the almost symmetric design did discuss the need for there to be 2 parts that had to be "the same" or "equal". Finally, 53% of those children could also identify corresponding symmetric points on their designs. In addition to that, anecdotal data showed that children enjoyed learning about pre-Columbian cultures. They continued to mention them throughout the interviews, especially Mayan culture when they described their designs. They claimed it was important for them and others to learn about these Incans, Mayas, and Aztecs and demonstrated pride in their connection to those pre-Columbian cultures. Classroom observation data is still being analyzed.