Date of Award

Fall 12-7-2023

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

School

Center for Science and Math Education

Committee Chair

Rachel Gisewhite

Committee Chair School

Center for Science and Math Education

Committee Member 2

Kendrick Buford

Committee Member 2 School

Center for Science and Math Education

Committee Member 3

Julie Cwikla

Committee Member 3 School

Center for Science and Math Education

Committee Member 4

Jalynn Roberts

Committee Member 5

Candace Carter-Stevens

Abstract

Students’ understanding of geometry can be hampered in part because of their inability to visualize, describe, draw, and recognize images and shapes. What if art and making could support students’ mathematics learning and interest and help them over the geometry hurdle? This work investigated visual-arts integrated geometry lessons to explore its impact on high school students’ understanding and attitudes. This study used a quasi-experimental mixed methods design, with a pre- and post- survey and interview data collected from geometry students at Mississippi high school. The control group was taught the same geometry content using a traditional curriculum, and the treatment group was taught using a visual art-integrated curriculum. This research utilized the van Hiele Exam to measure students’ geometric thinking skills. High school classes were randomly assigned, and the pre-test revealed the control group began with a higher score on the geometric thinking skills. The results test whether there were significant findings on art integration in geometry. Analysis of the quantitative data revealed that after the arts-integrated geometry unit intervention both groups improved to the same level. Additionally, gender differences were also analyzed. The results revealed that male students in the treatment group outperformed female students in the treatment group. To supplement the quantitative analysis, semi-structured interviews were conducted to explore students’ attitudes towards geometry and visual arts. In conclusion, this study has provided valuable insights into the integration of art in geometry. Moving forward, it would be helpful to explore the implications of these findings and develop specific recommendations for both pre-service and in-service math teachers, curriculum developers, and others in academia. This will contribute to a more comprehensive understanding of geometry and art education and pave the way for informed decision-making in the field of geometry.

ORCID ID

0009-0009-9430-2475

Available for download on Monday, December 01, 2025

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