THE APPLICATION OF THE ELEMENTS OF ART IN MATHEMATICS:

UNDERSTANDING THE MATERIAL THROUGH FUN LEARNING

Hesty Nugraheny
Semarang State University
D3 buildings have now Gunungpati Semarang, Indonesia
hestyffn@gmail.com , 4201414059

Abstract
Students often membanyangkan things creepy when you hear the word
mathematics. In their shadows, mathematics only contains numbers and formulas.
This article will discuss that art can be applied in teaching mathematics and make
math fun into learning. This article is the result of reading the four sources
containing about the beauty of mathematics and its application in the learning
process. The conclusion that the insertion elements of art makes the third grade
elementary school students better understand the math and make it becoming fun.
Keywords: art; funny; mathematics learning

Introduction
Mathematics is not just a matter of logic and formulas, mathematics has been used as a
means to express beauty through patterns, symmetry and structure. In the process of learning,
mathematics is one of the subjects that most students is difficult to mamahaminya. To the
layman, especially children who are still in elementary school level, mathematics is considered
complicated because it is full of numbers and formulas, often students hate math because it is
difficult and tedious. Therefore, there should be improvement in mathematics learning patterns.
Here we will limit the learning patterns of mathematics at the elementary level. This article will
discuss that art can be applied in teaching mathematics and make math fun into learning.
According to Johnson & Edelson (Betts, 2005) throughout history, mathematics and art
always go hand in hand. Artists using mathematical concepts can produce works of art from
different viewpoints. As an important part of art, music and literature can be used as an art
perspective can be applied in the study of mathematics. To membuaat students succeed in math
can be added elements of art in teaching mathematics. (Betts & McNaughton, 2003)
One of the figures of famous artists who apply mathematical patterns in his art that
Escher. Although Escher himself did not identify himself with the artist, however, his work is
widely considered aesthetic and representations of mathematical ideas. Works of Escher's an
example of contemporary artistic interpretation of Mathematics through mathematical form in
the artwork. (Betts, 2005) Patterson also has developed a method of teaching by inserting
elements of art using geometry and computer technology, and the artwork of Charles Demuth
and Charles Sheeler. Computer technology , as well as the artwork of Charles Demuth and
Charles Sheeler. Demuth and Sheeler itself is an artist of the 20th century cubism integrated
geometric pattern (Betts, 2005)
Kulm, Gerald O, et al (2008) also observed that the art can be incorporated into
mathematics teaching methods. They chose thirty-five fifth grade elementary school students as
its object. They mengintagrasikan math using music.

Method
This article is made by reading the article. Article first and most fundamental is the
article Toward How To Add An Aesthetic Image To Mathematics Education written by Paul Betts
in 2005. This article is a development of the article. In the article Paul Betts core such that there
is an art as mathematics, mathematics as art and art in the mathematics curriculum.
The second article is a reference Adding An Image To Mathematics Education Aesthetic
written by Paul Betts and McNaughton in 2003. The article is an article that is used as the main
reference Toward article How To Add An Aesthetic Image To Mathematics Education. Then the
third article that is used as a reference is Beauty in Proofs: Kant on Aesthetics in Mathematics
written by Angela Breitenbach. The article discusses how the beauty of mathematics can be
understood by non-mathematicians.
Then the last article that the reference is The Effects of a Music Composition Activity on
Chinese Studentsâ € ™ Attitudes and Beliefs towards Mathematics: An Exploratory Study
written by Song A An, et al. This article contains the music that is incorporated into the teaching
of mathematics. In the article explained that thanks to the integrated music to mathematics
learning has a positive effect and provide an enjoyable experience for students.

Discussion
In the process of learning is often required to make a change in the pattern of teaching
that is not monotonous. In the study of mathematics we are trying to change the mindset of
students that math is not always filled with formulas and numbers that rely on logic. In this case
we will apply the beauty of mathematics to put in pembejaran mathematics and making
mathematics is not boring to understand. Keindahan- beauty of mathematics can be seen from
the point of view of art.
The learning process that is currently most teachers teach the old fashioned way
monotonous. Therefore it is necessary for learning innovation more attractive and efficient is to
insert elements in the art of teaching. The change of the concept of teaching, the students first
dipahamkan that the mathematical fact that science has a beauty. As Angela Breitenbach articles
written that mathematics is difficult to understand the beauty of a person's non-mathematicians.
Therefore, there needs to be a prelude to hang students who are still in elementary school level.
Students who are still at a basic level is pleased with the things that are related to art and
some sort of game. Thus, with fun learning activities, the students will be easier to understand
and remember. According to Song, et al by inserting elements of art (music) will also have a
positive effect for the students themselves.
Betts also said that one of the artists whose work is well-known in the world of
mathematics is MC Escher. Escher works is a unique work and use mathematical ideas that we
are familiar with the tiling. Tiling a dense arrangement of fields without leaving the room or no
overlap. Usually the fields used are polygons or other regular-shaped fields. However, Escher
can make a tiling of the plane on a regular or irregular he called methamorphoses where forms
are changing and interacting with each other. Escher rotation, reflection and translation in the
field that creates a wide range of tiling patterns.

Figure 1
Escher Reptile

Mathematics and the Arts in Elementary Education

Of Escher's work can be applied to the learning of mathematics. We can make the math
on various two-dimensional plane through the development of the concept of Escher. The
development of which is to create patterns in the form of two-dimensional plane, combined with
the pictures and make a puzzle game pattern.
Develop a visual model in developing the concept of rational numbers is important.
Other concepts in accordance with the curriculum is associated with rational numbers include
fractions, decimals and percent. Through visual representations of rational numbers, students
learn mathematics from the standpoint of art. As is done in one elementary school in Virginia,
learning to use the elements of art to establish the concept of fractions, decimals and percent and
to build the concept of shared values (equivalence) between the three.
The concept of fractions made using sheets of paper that already contains the boxes as a
place to attach a paper of different colors equal to the existing boxed on answer sheet. Thus, the
fraction of each color is obtained by counting the number of boxed color (same) divided by the
total number of such categorization. The way it can make students construct visual knowledge
and also create a visual model of the process of making the art work, and it will imprint on the
memory of the student, so that the learning of mathematics will be easier and more efficient

Figure 2
Results Op-Art students

Conclusion
In mathematics learning should be held to facilitate innovation in the elementary school
students understand and make teaching and learning more fun. Besides that the students should
not be too frustrated because only wrestle with the numbers continuously. Art can also be
applied in the study of mathematics including the material fractions, decimals and percent.
Because it uses a visual representation, the students gained knowledge will be an impression on
him.

Bibliography
An, Song A, et al. 2008. The Effects of a Music Composition Activity on Chinese Studentsâ € ™
Attitudes and Beliefs towards Mathematics: An Exploratory Study. Journal of Mathematics
Education December 2008, Vol. 1, No. 1, pp. 96-113
Betts, Paul.2005. Toward How To Add An Aesthetic Image To Mathematics Education. International
Journal for Mathematics Teaching
Betts, P., & McNaughton, K. 2003. Adding An Aesthetic Image To Mathematics Education. International
Journal for Mathematics Teaching and Learning
Breitenbach, Angela. Beauty in Proofs: Kant on Aesthetics in Mathematics. European Journal of
Philosophy
Johnson, G., & Edelson, R. J (Betts, 2005) Toward How To Add An Aesthetic Image To Mathematics
Education. International Journal for Mathematics Teaching
Rothenberg, B (Betts, 2005) Toward How To Add An Aesthetic Image To Mathematics Education.
International Journal for Mathematics Teaching