STEAM stained-glass window: Integrating the arts, mathematics and technology into a maker experience
DOI:
https://doi.org/10.48489/quadrante.42179Keywords:
GeoGebra, irregular polygon, stained-glass window, aperiodic tiling, STEAM education, teacher educationAbstract
This article is based on an experiment conducted within the context of STEAM Education and Maker Culture, starting with the creation of an artistic stained glass window based on a newly discovered aperiodic tiling pattern, using a single irregular 13-sided piece. Combining digital (GeoGebra) and physical resources (laser-cut acrylic pieces), two undergraduate mathematics students faced geometric construction challenges and explored symmetries, patterns, and visual properties in light of Gestalt principles – unification, segregation, symmetry, and simplification. In this scenario, the guiding question of this qualitative and exploratory research was: how can the geometric construction process of an irregular figure, motivated by a contextualized problem, evolve with the aid of technology and from the perspective of form perception (Gestalt Theory)? The task was conceived as an open-ended activity, valuing autonomy, creativity, and interdisciplinarity between Mathematics, Arts, and Technology. Throughout four construction cycles, an evolution was observed in the participants' geometric reasoning, technological proficiency in using the tools, and visual perception. The final result not only solved a practical problem but also solidified as an artistic and pedagogical product, reinforcing the transformative potential of STEAM practices in mathematics education.
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