### Abstract

Earlier studies on improving classroom practice in mathematics have suggested a closer attention to nurturing an aesthetic appreciation for mathematics in students' learning experiences. Recent evidence nonetheless reveals little indication of its presence. This article offers a potential model of the case for aesthetics in school mathematics. Central to this model is the harmonious hierarchy of necessity, existence, and uniqueness without any of which the case for aesthetics in student learning might be suboptimal, if not untenable. This article offers an example of the proposed model using a possible lesson designed to engage students aesthetically in the learning of mathematics. Pedagogical implications are discussed to reflect and revisit an interpretation of learning mathematics through problem solving.

Original language | English (US) |
---|---|

Pages (from-to) | 279-302 |

Number of pages | 24 |

Journal | Mathematics Enthusiast |

Volume | 13 |

Issue number | 3 |

State | Published - Jan 1 2016 |

### Fingerprint

### All Science Journal Classification (ASJC) codes

- Mathematics(all)

### Cite this

*Mathematics Enthusiast*,

*13*(3), 279-302.

}

*Mathematics Enthusiast*, vol. 13, no. 3, pp. 279-302.

**Aesthetics in school mathematics : A potential model and a possible lesson.** / Tjoe, Hartono.

Research output: Contribution to journal › Article

TY - JOUR

T1 - Aesthetics in school mathematics

T2 - A potential model and a possible lesson

AU - Tjoe, Hartono

PY - 2016/1/1

Y1 - 2016/1/1

N2 - Earlier studies on improving classroom practice in mathematics have suggested a closer attention to nurturing an aesthetic appreciation for mathematics in students' learning experiences. Recent evidence nonetheless reveals little indication of its presence. This article offers a potential model of the case for aesthetics in school mathematics. Central to this model is the harmonious hierarchy of necessity, existence, and uniqueness without any of which the case for aesthetics in student learning might be suboptimal, if not untenable. This article offers an example of the proposed model using a possible lesson designed to engage students aesthetically in the learning of mathematics. Pedagogical implications are discussed to reflect and revisit an interpretation of learning mathematics through problem solving.

AB - Earlier studies on improving classroom practice in mathematics have suggested a closer attention to nurturing an aesthetic appreciation for mathematics in students' learning experiences. Recent evidence nonetheless reveals little indication of its presence. This article offers a potential model of the case for aesthetics in school mathematics. Central to this model is the harmonious hierarchy of necessity, existence, and uniqueness without any of which the case for aesthetics in student learning might be suboptimal, if not untenable. This article offers an example of the proposed model using a possible lesson designed to engage students aesthetically in the learning of mathematics. Pedagogical implications are discussed to reflect and revisit an interpretation of learning mathematics through problem solving.

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UR - http://www.scopus.com/inward/citedby.url?scp=85005979503&partnerID=8YFLogxK

M3 - Article

AN - SCOPUS:85005979503

VL - 13

SP - 279

EP - 302

JO - Mathematics Enthusiast

JF - Mathematics Enthusiast

SN - 1551-3440

IS - 3

ER -