Possibilities for promoting mathematical enculturation in the early childhood through art

Abstract

This essay analyzes the possibilities of using art as a mean of mathematical education, in view of the links connecting both subjects. A cultural perspective of maths instruction is suggested, attending to the ancient Greek precepts about education and the structure of this symbolic technology. What are the values organizing our particular mathematical culture? How do we approach children’s mathematical enculturation? How do arts fit in the whole educational process and how in the current legislation? After a theoretical analysis of these questions, it is concluded that art can be a useful element for maths education, as long as both mathematical values themselves and those of the chosen artworks are considered, in order to avoid a blurring use of art, but to the contrary, favour the synergy of both disciplines.