Workshops as Experimentations with Mathematics and Art

Abstract

In the crossing between mathematics and art, workshops with art present themselves and take certain contours with and in Mathematics Education. They are assumed as experiments in research, teaching, and learning in the classroom and in teacher’s training. In this article, we outline some traces and leave some clues about what is exercised, produced, and provoked with the agency of mathematics with art through workshops, which are manifested as workshop-experience, workshop-device, ‘oficináticas’: experiments with art and about mathematics, with art and about teacher education, with art and about science. A fabulation that opens up to the creative form of thought, to freedom, unfolding in multiplicity, heterogeneity, resistance, and the invention of other possibilities for teaching and learning mathematics at school.

Mathematics Education; Mathematics and Art; Experience; Device; Philosophy of Difference