Bridges 2019: Mathematics, Art, Music, Architecture, Education, Culture, 16 - 20 July 2019, pp.379-382
We investigated seventh-grade students’ visual-spatial thinking processes in an art studio in which students were
engaged in observing minimalist artists’ artworks and creating their own artworks, as a possible connection
between visual arts and mathematics education. The findings of the study shed light on further exploration of
possible connections between visual arts and mathematics education and provide a theoretical basis for STEAM
(Science, Technology, Engineering, Arts, and Mathematics) studies.