Emerging trajectory for disembedding: An online educational program for spatial thinking in a context of visual arts and mathematics education

Abstract

This study interpreted students’ disembedding skills within the intersecting context of visual arts and mathematics, drawing upon studies on psychology, arts, and mathematics education. It aimed to identify an emerging trajectory for disembedding skill development by employing a design-based research methodology and novel interpretation of works of art. The study involved seven sixth grade students, following one-on-one teaching experiments with six students. They participated in an online program to support students’ spatial thinking, utilizing GeoGebra Classroom. Video recordings were watched, and students’ talks and drawings were analyzed to build an understanding of disembedding. The findings of the study revealed traces of shifts in students’ interpretation of works of art through the lens of disembedding. This study could contribute to our understanding of how learners develop spatial thinking in informal learning settings like mathematics and art museums.