Intervention with art and emotions to improve mathematics teaching-learning

Abstract

The objective of this documentary review was to analyze the effectiveness of interventions based on art and emotions in the teaching and learning of mathematics. The PRISMA review protocol was followed, which includes the identification of the research question, the database search, the selection of relevant studies, the extraction of key information and the synthesis of the results. A total of 22 studies meeting the inclusion criteria were identified. These studies were carried out in different educational contexts, such as primary, secondary and higher schools, and used different artistic interventions, such as drama, music and dance, to teach mathematics. The results of this review indicated that interventions based on art and emotions can have a positive impact on the teaching and learning of mathematics. It was found that these interventions can increase students' motivation, improve their understanding of mathematical concepts, and promote their participation in learning activities. It was also observed that artistic interventions can facilitate the transfer of mathematical knowledge to real life situations, which gives a more practical and meaningful meaning to mathematical content. In conclusion, this documentary review suggests that interventions based on art and emotions can be an effective option to improve the teaching and learning of mathematics. However, more studies are needed to better understand the mechanisms through which these interventions work and to assess their long-term effectiveness.