AN ANALYSIS OF THE DUPLEXITY LINKING ART TO MATHEMATICS

A Research

Presented to the Faculty of

Tourism and Hospitality Management

STI College Tagum

In Partial Fulfilment

of the Requirements of the Degree

Bachelor of Science in Tourism Management

Submitted by:

James Russel B. Bureros

Mary Yvone T. Barreza

Clariza May G. Sumaya

Kaye Zyriel P. Torillo

Farshaida J. Aydarus

Angela Manique
Jessica H. Naive

Jherico C. Daroy

Ghia E. Inte

2022
 ACKNOWLEDGEMENTS

This thesis becomes reality with the kind support and help of many

individuals. The researchers would like to outstretch their sincere gratitude

to all of them.

Foremost, the researchers want to offer this endeavor to our GOD

ALMIGHTY for the wisdom He bestowed upon us, the strength, the

power, and the peace of mind as well as the good health in order to finish

this thesis.

The researchers would like to express their special gratitude and

thanks to their research adviser, Sir Jay L. Solano, LPT, as well as to the

selected panelist in conducting this research which is solely a requirement

for this specific subject, Art Appreciation.

 ABSTRACT

Title of research:

AN ANALYSIS OF THE DUPLEXITY LINKING TO ART AND

MATHEMATICS

Researchers: James Russel B. Bureros

Mary Yvone T. Barreza

Clariza May G. Sumaya

Farshaida J. Aydarus

Kaye Zyriel P. Torillo

Angela Manique

Jessica H. Naive

Jherico C. Daroy

Ghia E. Inte

Degree: Bachelor of Science in Tourism Management

Date of Completion: December 5, 2022

TABLE OF CONTENTS
Page
Title Page
Endorsement Form for Final Defense
Approval Sheet
Acknowledgments
Abstract
Table of Contents
List of Tables
List of Figures
List of Abbreviations
Chapter I: Introduction
Background of the Study
 Research Questions
Significance of the Study
Scope and Limitations
Chapter II: Review of Related Literature
Chapter III: Theoretical/Conceptual Framework
Chapter IV: Research Methodology

References
Appendices
 CHAPTER 1

INTRODUCTION

As stated by Hope Hickman (2020), The world is full of

mystery and attractions. The workings of the world have yet to

disclose themselves through science, and imagination seems a

stronger force than the scientific method. Discovery happens

daily through the investigation of trial and play. There is lesser

duality in an innovative mind between art and mathematics.

When boxes exist that allocate science, exploration and

questioning to a particular discipline, we are limiting our

possibilities for exploration in all realms of humanity.

Mathematics can improve art. Art can improve mathematics.

Math and art can combine to synthesize great frontiers. They are

different, and are perceived as divergent but the duality between

the two is not as simple as black and white. Mathematics can

improve art. Art can improve mathematics. Math and art can

combine to synthesize great frontiers. They are different, and

are perceived as divergent but the duality between the two is not

as simple as black and white.

There is lesser duality in an innovative mind between art

and mathematics. When boxes exist that allocate science,

exploration and questioning to a particular discipline, we are

limiting our possibilities for exploration in all realms of humanity.

Mathematics can improve art. Art can improve mathematics.

Math and art can combine to synthesize great frontiers. They are

different, and are perceived as divergent but the duality between

the two is not as simple as black and white. (Hope Hickman,

2020)
 “There is geometry in the humming of the strings.

There is music in the spacing of the spheres,” Pythagoras

once said. For this ancient philosopher and mathematician,

the elegance of mathematics was evident in the beauty and

harmony of art. However, this link between math and art

remains obscure to many, even though math has always

appeared in various art forms. For instance, math appears in

classical art’s emphasis on symmetry and proportion, in the

way the Asian art of origami adheres to the rules of geometry,

and in the use of algorithms to generate 21 st-century digital

art. The relationship between math and art is reciprocal: art

serves math, and math serves art. Scientists use art to

explore and express their ideas. Art can demonstrate the

elegance of mathematical theory and provides

mathematicians with a way to make the subject more

accessible. Students are more receptive when they are able to

visualize abstract concepts, especially if this is achieved

through beautiful artwork. (Happerset, 2020)

In Tagum City, as per observation, some students in

STI Tagum College endured a dilemma concerning the duality

of arts and mathematics. This impacts its phenomena

regarding the relationship of the mentioned subject matter.

Students tend to diverse the fact in aiming some aspects and

objectives from a certain point of view. These issues are still

prevailing, specifically even at the present time. Hence, it

should be addressed to help the students to solve this

problem. And in addition to the quality education this must be

 the one who will be cultivated and instilled to the following

subject.

Background of the Study

The combination of mathematics and art is worthy of exploration

because these are two areas that are vastly different, and critically

misunderstood. Mathematics can be complex, beautiful, and stirring.

Outside of the academic and professional communities, math is

generally seen as either a daunting, painful exercise, or as a subject

reserved for the less creative. Art can be structured and patterned,

while still remaining attractive (Ladula, 2016)

This project will aid in not only bridging the gap between two

seemingly opposite fields, but also help contextualize and make the

content of both professions relatable for the average

person.

The topic of this project is, put simply, to take a look at what happens

when a piece of art is inspired by, or constructed from, an element of

mathematics. With a select group of artists already using math as a

component medium, it is relevant to examine both their artistic pieces

and mathematical choices in order to gain a frame of mind as to the

current confluence of the two fields. Practically, it makes sense to

exercise this idea by creating, from scratch, a unique piece of art that

draws heavily on some aspect of mathematics for direction. The

ultimate manifestation of this thesis is a pair of math-based artworks,

with their respective mathematical theory and artistic methodology

discussed in this paper.

Research Questions

The main purpose of the study was to answer the following questions:

1.How Art contribute to the understanding of Mathematical Concept in

terms of;

1.1. Symmetry

1.2. Algebra

1.3 Geometry

2.How the two worlds assist in building each other in terms of;

2.1. Music

2.2. Dance

2.3. Architecture

2.4. Painting

3. Does the teaching of Art and Mathematics integrate and effective tool

in terms of;

3.1. Reading

3.2. Writing

3.3. Kinesthetic to persons’ Vision Impairment

Significance of the Study

This study will be undertaken to find out the duplexity linking to Art

and Mathematics by the students of STI College Tagum Incorporated. The

finding of this study gives great importance to the following beneficiaries:

To the students, this study will benefit students as they will be

aware of the connection between art and mathematics. They will be given

information about the duplexity between art and mathematics.

 To the teachers, This research will be very beneficial to teachers

because it will provide additional information and knowledge about the

duplexity linking Art and Mathematics.

To the future researcher, this study will serve as a foundation and

guide if they will conduct a similar study to ours.

Scope and Delimitation

This research focused into the analysis of duplexity linking to Art

and Mathematics. The study takes into account the students' personal

information, including their name (optional), gender, age, and section.

The study will be limit to 5 male and 5 female Tourism and

Management students enrolled in the first semester of the 2022-2023

school year at STI College Tagum Incorporated. Each respondent will be

given a questionnaire to complete. To avoid bias and obtain objective

perceptions, students will be chosen from five different sections.

 CHAPTER II

REVIEW OF RELATED LITERATURE

This section provides an overview of previous research on

knowledge sharing and intranets. It was important to set the context of the

literature review work by first providing the information and sources.

Geometry
 Chapter IV

Methodology
The goal of the current qualitative study is to examine and understand the
experiences that were gained during the suggested creation process
resulting from the interaction between art and mathematics. The three
steps of the approach are as follows: Moment 1: Introduction to
mathematics and art as "means of doing art." Moments 2 and 3 involve
social experimentation and redefining education as a model of experience,
respectively. For the purposes of this analysis, art came into focus as a
potential route to understanding how one discipline—in this case, physics,
mathematics, and art itself—is produced. The way each participant creates
meaning and approaches knowledge based on the subject's unique
experience constitutes art as a method, according to the current inquiry.
Additionally, art is a reflection of a way of thinking that serves as a record
of thought. This means that information and approaches to understanding
the world are also represented through art, in addition to concepts and
ideologies. The development of values, skills, knowledge, and ways of
thinking that are still in use today can be traced back to art [18].
In the early phase of the inquiry, a preliminary diagnostic was established
taking into account a number of factors that contribute to the population
proposal.

Research Design

The Rural Educational Institution chose sixteen students from the 10th

grade and eight from the 11th grade for the project. The students in both

grades were between the ages of 16 and 19. This decision was taken

taking into account prior math and physics expertise as well as the

hourly intensity in the relevant fields.

Moments 1 and 2 involved 26 pupils in the 10th and 11th grades,

whereas Moment 3 involved six kids who willingly chose to take part.