Abstract

Symmetry: Culture and Science
Volume 34, Number 3, pages 213-216 (2023)
https://doi.org/10.26830/symmetry_2023_3_213

SYMMETRY IN MATHEMATICS EDUCATION

Simone Brasili

¹ Email: simone.brasili@unicam.it
ORCID: 0000-0002-4925-5237
Editor

Abstract: This issue holds particular significance to me, as it aligns with the profound interest I developed during my Ph.D. research in 2019 regarding symmetry’s key role in bridging the domains of mathematics and physics. My deep engagement with this subject shed light on the urgent need for a comprehensive overhaul of teaching and learning approaches related to symmetry. Symmetry, a fundamental concept permeating various scientific disciplines, is frequently underrepresented in traditional educational methods. This gap challenges students attempting to grasp intricate mathematical and physical ideas. As my research ventured further into the symmetrical principles governing the natural world, I recognized the potential for symmetry in mathematics to enrich students’ educational journeys substantially. Revamping teaching methodologies associated with symmetry entails integrating dynamic and interactive strategies in harmony with modern educational norms. Embracing cutting-edge tools and technologies, such as interactive simulations and hands-on experiments, can give students a tangible understanding of symmetrical concepts. Join me and Johan Gielis as editors on this journey through the captivating world of symmetry in mathematics education, where the power of symmetry shapes young minds, enhances spatial skills, and cultivates the ability to think mathematically. We extend our heartfelt gratitude to our esteemed authors, whose dedication and contributions have brought this thematic issue to life.