Pop-Up Cards—A Context for Interdisciplinarity Between Visual Arts and Mathematics
Bibliographic Data
| ID | 22043523 |
|---|---|
| Authors | Lina Brunheira (0000-0002-5027-1867, University of Lisbon), Cristina Loureiro (0000-0002-9245-2447, University of Lisbon), José Pedro Regatão (0000-0002-6517-6870, University of Lisbon), Joana Conceição (0000-0002-4295-0368, Agrupamento de Escolas Nuno Álvares), Cristina Morais (0000-0002-3502-1288, Agrupamento de Escolas Nuno Álvares), Helena Gil Guerreiro (0000-0002-8941-4781, Instituto Politécnico de Lisboa) |
| Year | 2026 |
| Volume | 16 |
| Issue | 6 |
| Pages | 869 |
| Publication date | 2026-05-31 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16060869 |
| OpenAlex | W7163335856 |
| Language | EN |
| References cited | 13 |
This study is based on an interdisciplinary teaching experience in two 2nd-grade classes, integrating Visual Arts and Mathematics through the use of Pop-Up cards. It aimed to identify how these activities foster disciplinary and interdisciplinary learning, the aspects of the teacher’s role most relevant to enhancing students’ learning, and the types of professional knowledge required. The research methodology follows the four phases of the didactic engineering approach, with data collected comprising photographs, audio/video recordings, and classroom observations. The analysis of students’ learning employs a framework that emerged from the data and was articulated with the literature. Regarding the teachers’ role and knowledge, these dimensions were identified through teachers’ actions in selected classroom episodes. The results show that Pop-Up cards promote rich learning experiences in Visual Arts and Mathematics, enabling students to understand a new artistic composition combined with construction techniques. The experience promoted spatial reasoning by relating three-dimensional shapes to two-dimensional elements of the composition and the identification of geometric figures and metric relationships. Regarding the teachers’ role and knowledge, interdisciplinary pedagogical content knowledge proved essential for guiding the process, which should include the fundamental practices of Creation, Analysis, and Enjoyment, and supporting both artistic and mathematical learning
Discipline · The arts · Visual arts education · Visualization · Art Education and Development · Art, Technology, and Culture · Literary Analysis and Cultural Studies
| Highly cited | No |
|---|