Promote connections between mathematics, drawing and history of art in high school through a stem approach

Abstract

The paper is part of the debate surrounding the possibilities for advancing the role of Mathematics within STEM education through interdisciplinary approaches. It provides an example of how high school students can engage in tasks of modelling (interdisciplinary approach) directed to promoting connections between Mathematics and ‘Drawing and History of art’. Specifically, the paper describes a teaching practice focused on the theoretical and applicative implications of the process of interpretation and constructionof the Vignola’s geometric method for laying out the Ionic volute. The study of the method makes use of drawing as a formal analysis tool in order to make the students grasp the sense of the graphic representation synthesized by the geometric model. The intuition of the geometric genesis of the model is then verified on the computer with the use of the <GeoGebra software.