Abstract

This case study introduces the integration of Mathematics and Arts within a STEAM (Science, Technology, Engineering, Art, and Mathematics) project, focusing on the exploration of human body proportions and body-image perceptions. Through a project-based learning approach, a team of Swedish teachers collaboratively designed and implemented a curriculum that not only illustrates the Maths-Art relationship but also addresses the broader social and cultural implications of body image. This paper outlines the project's methodology, emphasising hands-on activities, critical thinking, and transformative learning experiences that connect real-life and artistic perspectives. By engaging students in a comprehensive exploration of body-image through historical, cultural, and mathematical lenses, the project aimed to foster a healthier understanding of body diversity. The transdisciplinary approach adopted by the teachers at Tångvalla School in Sweden serves as a model for integrating STEAM education in addressing contemporary educational and societal challenges.

Keywords: body-image, STEAM-education, teacher cooperation, transdisciplinarity, project-based learning