Using art and technology to support geometry learning for all: A conceptual instructional design

Geometrical thinking is a life-long skill, yet, despite its importance, geometry teaching and learning is fraught with difficulties. Traditional pen and pencil approaches have failed to address them. In this vein, a conceptual instructional design (ID), namely GeoArt-ID, is proposed as a radically novel, holistic approach to develop geometrical thinking using art as a source for inspiring activity content for learning geometry. The dynamic design of GeoArt-ID is based upon a framework where the synergy of multiple knowledge, i.e., Technological, Didactical, Content (TDCK) knowledge is involved. GeoArt-ID is set within an affective (a-), blended (b-) and collaborative (c-) learning environment, introducing unique quantitative metrics to express the evolution of the learner's geometrical thinking. Oese metrics could be derived from the analysis of a collection of a large amount of sensorial biosignals (big data) captured via unobtrusive smart sensors during sensorimotor learning activities. Data-to-knowledge representation, considering the domains of emotion, cognitive, body gesture and geometric tasks, could be achieved via advanced signal processing and machine/deep learning. Consequently, GeoArt-ID can exhibit high adaptability, scaffolding mentally disabled students to perform geometrical thinking and reasoning for all.