Abstract
This article discusses the potential of mathematics education through art, when questioning what can the image be with mathematics education. Moving from the usual ways of doing research on this subject, it analyses about which other forms of intervention are possible to teaching mathematics using arts. It operates with the concepts of visuality, image, experience, device, and cartography, to suggest that the images of art could be a place to exercise mathematical thinking. To this end, two investigative essays are presented to demonstrate a methodological way of dealing with paintings that goes further than simply teaching and learning mathematics. What is expected, at all, is to demarcate both posture and theoretical perspective by proposing alternatives routes for dealing with art, education, and mathematics.
Keywords:
Visuality; Image; Questioning; Research in Mathematics Education