Fostering Creativity in the Teaching of Mathematics with Project Based Learning

Javier Barrallo Calonge and Luis Martín Yagüe
Proceedings of Bridges 2016: Mathematics, Music, Art, Architecture, Education, Culture (2016)
Pages 57–64 Regular Papers

Abstract

The subjects of mathematics present many times an overload of theoretical knowledge and an unreasonable stiffness in operative processes. In this paper we propose promoting autonomous student learning in order to enhance other capabilities. Project Based Learning (PBL) is intended to make use of a number of skills that students own (autonomy, intuition, creativity, etc.) but are usually masked in the teaching and learning process. An example of this type of approach has been featured by architecture students at the University of the Basque Country in Donostia-San Sebastián, Spain. Their task was to develop a project in which their mathematical knowledge should be extended to other areas of their degree; specifically, the use of a Voronoi Diagram in the field of art and architecture.

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