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Math-Art as a Convergence of Creativity

Fenyvesi's contributions highlighted STEAM education's capacity to bridge cultural and disciplinary divides. Mathematical artworks created by Finnish and South African students were showcased, including contributions from students at Viitaniemi School in Jyväskylä, Finland, under the guidance of teacher Leena Kuorikoski. These works were juxtaposed with pieces from the Govan Mbeki Mathematics Development Centre (GMMDC) at Nelson Mandela University, creating a dialogue between two educational contexts.

The South African MathArt Competition, which inspired this collaboration, challenges students to engage with mathematics as a medium of creative expression. In response to South African sustainability-themed artworks, Finnish students expanded this dialogue by embedding local and global concerns into their creative processes.

The resulting works explore mathematical patterns and engage with broader philosophical questions about the nature of creativity, the role of aesthetics in cognition, and the intersections of cultural identity and education. These projects testify to the transformative potential of integrating art and mathematics, offering new avenues for inquiry and teaching.

This initiative featured contributions from Dr. Kristóf Fenyvesi of the Finnish Institute for Educational Research at the Ä¢¹½Ö±²¥, Finland; Dr. Pamela Burnard from the University of Cambridge, UK; Dr. Werner Olivier, Dr. Carine Steyn, Nathalie Gill from Nelson Mandela University in South Africa; Dr. Christopher S. Brownell of Pratt Institute, USA; and Dr. Zsolt Lavicza from Johannes Kepler University, Austria. 

The SANORD conference provided a platform for the realization of a digital art exhibition at UWC, featuring the works of Finnish and South African students. The exhibition’s emphasis on sustainability is particularly relevant in the current global context, where educational institutions are increasingly called upon to address environmental challenges. By incorporating these themes into mathematical art, the project illustrates how education can be a site for intellectual exploration and ethical engagement.

Interdisciplinary STEAM Projects

Dr. Fenyvesi presented a poster introducing the STEAM projects at JYU. These projects reflect a nuanced understanding of interdisciplinary education, emphasizing the connection of analytical and creative domains. 

The projects’ theoretical underpinnings challenge conventional educational hierarchies, proposing instead a holistic model where scientific and artistic expression coexist. By drawing on fields as diverse as cognitive science, cultural studies, and educational technology, these initiatives exemplify the intellectual potential of STEAM to serve as both a pedagogical tool and a research framework.

Bridging Boundaries: Cooperation with the Leva Foundation

The collaboration with Jean Greyling and Ryan Le Roux from the Leva Foundation exemplifies the transformative potential of merging computational thinking with tangible, hands-on learning experiences. Together, we embarked on a project centered around a tangible computational thinking game, aiming to make abstract concepts in computing accessible and engaging for learners across diverse educational settings.

Jean Greyling and Ryan Le Roux brought their deep expertise in community-focused education through the Leva Foundation, which has long championed inclusive and innovative approaches to teaching STEM skills. This shared vision resulted in the development of a tactile game designed to bridge the gap between theoretical and computational concepts and practical problem-solving.

The game utilizes physical artifacts to represent computational processes, enabling learners to visualize and interact with algorithms, data structures, and problem-solving techniques. This approach fosters engagement and supports learners in developing deeper conceptual understanding by translating abstract ideas into relatable, real-world scenarios. The game has been piloted in community and school settings, receiving enthusiastic responses from educators and students alike. The success of this initiative lays the groundwork for future collaborations aimed at further democratizing access to high-quality computational education.

Renewing Connections in Cape Town

Dr. Kristóf Fenyvesi's visit to Cape Town during the SANORD conference was a dynamic opportunity to strengthen existing ties and cultivate new collaborations with educational and community-focused initiatives. Central to this reconnection was his engagement with the Open Design Cape Town, represented by its director, Suné Stassen, a longstanding partner in fostering creative education. Their discussions revisited shared goals around integrating design-thinking and creativity into educational practices.

Equally significant was the revitalization of collaboration with the Living Maths Project, helmed by Steve Sherman. This initiative champions playful and accessible approaches to mathematics education. Their exchange of ideas explored expanding Living Maths' impact through novel STEAM methodologies and fostering connections between Finnish, Lithuanian and South African educational frameworks. Such dialogue underscored the potential for mutual enrichment through shared pedagogical innovations.

Fenyvesi also reconnected with members of Wolkskool, including Chanell and Andre Badenhorst. Their conversations focused on staff training and the development of educational research capacities concentrating on enhancing digital and personalized learning experiences, reflecting a shared commitment to leveraging technology to bridge educational gaps.

The SANORD conference also provided an opportunity to reconnect with Andrew Mandla Mangena from the National University of Science and Technology (NUST) in Zimbabwe. We revisited prior plans and explored new avenues for integrating STEAM education into NUST’s academic and community outreach initiatives. 

Moreover, the visit included Fenyvesi's participation in a visiting program coordinated by the Uthando Organization, known for its work in developing community projects in Cape Town's township areas. The program included visiting a school built from recycled material and an organic farm in Cape Town's largest township. Witnessing Uthando’s commitment to holistic well-being and it highlighted the importance of embedding environmental and social responsibility into educational practices.

The encounters in Cape Town strengthened existing relationships and laid the groundwork for innovative projects that merge creativity, sustainability, and transdisciplinary education to serve diverse communities effectively.

SANORD as a Catalyst for Intellectual Exchange

JYU’s contributions exemplify SANORD’s commitment to fostering scientific and cross-cultural collaboration. The projects presented by JYU challenge traditional disciplinary boundaries, proposing instead a model of education that is transdisciplinary, inclusive, and responsive to global challenges. This approach resonates with the philosophical ethos of SANORD, which views diversity not as a barrier but as a catalyst for innovation and intellectual growth.

JYU's SANORD representatives, Kristóf Fenyvesi and Orsolya Tuba actively engaging with SANORD’s mission to bridge academic cultures and champion collaborative educational practices. 

Toward a Deeper Understanding of STEAM

These initiatives' theoretical implications extend beyond the conference's immediate context. They invite deeper reflection on the role of STEAM in contemporary education, particularly its capacity to integrate cognitive and affective dimensions of learning. By engaging with STEAM as both a pedagogical and philosophical framework, educators and researchers can explore new ways to cultivate learners' curiosity, critical thinking, and a sense of global responsibility.

As SANORD prepares for its next chapter under Aarhus University, the work presented by JYU serves as a reminder of the intellectual depth and collaborative potential that define the network. These projects advance the conversation around STEAM and set a benchmark for the kind of interdisciplinary and cross-cultural engagement that SANORD seeks to promote.

A heartfelt thank you goes out to Professor Umesh Bawa, SANORD’s esteemed head, for his commitment. Additionally, we extend our gratitude to the local organizing team, including Nicole Umwizerwa, Kelly Cyster, and Tracy Beckett. Thank you for your hard work and hospitality.