Kiss-György, RitaHoffmann, Miklós2024-07-302024-07-302021-10-14Teaching Mathematics and Computer Science, Vol. 19 No. 1 (2021) , 103-1171589-7389https://hdl.handle.net/2437/378517Three different series of Hungarian Mathematics textbooks used in grade 9-12 education for the past 30 years have been analysed in this research. Our aim is to show and evaluate how the visual arts have been connected to mathematical ideas in these textbooks. We have applied the six dimensions of evaluation, which have recently been introduced in (Diego-Mantec on, Blanco, Búa Ares, & González Sequeiros, 2019) to categorise the illustrations of the three different series. We show examples for each dimension from the textbooks, and we find that even if the number of artistic illustrations in these coursebooks have significantly increased, in most cases these sporadic examples are not closely related to the mathematical context, mainly used for ornamental purposes to decorate the core text. Based on this classification we conclude that the number of artistic illustrations with underlying math concepts making students' participation more active could and should be significantly increased. Subject Classification: 97U20application/pdfSTEAM educationillustrationsartworksmathematical textbookscreative thinkingfolyóiratcikkOpen AccessRita Kiss-György, Miklós Hoffmannhttps://doi.org/10.5485/TMCS.2021.0522Teaching Mathematics and Computer Science119Teach. Math. Comp. Sci.2676-8364