Math = Art

Alan Chan, who teaches three Year 10 enriched math classes, had his students use the Desmos advanced graphing calculator program to replicate and customize images. 

“The exercise was aimed at fostering creativity and applying the mathematical concepts we’ve learned,” Chan explains. “Specifically, students were applying their knowledge of various functions, function transformations and inequalities to create their images.” 

The task was divided over three sessions. The first had the students get familiarized with Desmos. “The software can create functions, find points of intersection and solve math problems. For this project, they were using its design feature, focusing on using the functions to create the image,” Chan says.  

The students executed their illustrations in the following class. Designs they could choose included a cupcake, an elephant, a car, a pizza slice, and a fish. Functions were used to form the outline and then the details, including shading or colouring.  

“They had to do it all within 60 minutes,” Chan says. “The third class was an opportunity for them to reflect on the process and the challenges they experienced, time being a big one. So how could they have been more efficient, and what functions would be required to finish their image?”

Student David Wang chose the car. 

“My goal was to make it as clean and detailed as possible, knowing I didn’t have time to get everything in,” Wang says. “I think I was successful in that there were no extra lines and all the pieces felt tied together. The most important thing I took away from the experience is how math is not always just about solving for x and y.” 

Bill Cheng designed a cupcake. 

“I focused on getting the basic structure right before working on shading and adding patterns,” he says. “I think I did well because my image had all the components of a cupcake with accurate proportions and colours. I used a variety of functions and expressions, and the experience helped me understand those functions better. I would be happy to do it again.” 

Chan believes the project has demonstrated the potential of integrating a wide variety of patterns and geometrical shapes into other areas of study. In fact, he’s looking forward to math-based design being used in conjunction with the English department for an interdisciplinary unit next year.