Article
English, French, Italian, Portuguese
ID: <
oai:doaj.org/article:e8d80e37419241c79761d6b22304c2f5>
·
DOI: <
10.5965/25944630422020071>
Abstract
In Mode Design, modelling requires the professional to have technical knowledge of measures, fabrics, clothing and sewing technologies, and to be able to interpret data, forms, trends and calculations of basic mathematics. Therefore, mathematical concepts are relevant aspects of flat and three-dimensional modelling processes. The purpose of this article is to analyse, in termatically, from the viewpoint, the relationship between mathematics knowledge and modelling in the teaching and learning process of a higher course of technology in Mode Design. To that end, a comparative case study of a quality-quantitative nature was carried out at the Upper Mode Design Technology Course in a private faculty of Recife-PE. Learners were believed to have a defasage of basic mathematical knowledge, recognise their difficulty and see interdisciplinarity as an alternative to address this issue, as low knowledge of Mode Design students about mathematics negatively affects the appropriate development of modelling knowledge.