A digital education material proposal on graphic design and mathematical thinking dialectics

At the intersection of different disciplines, the design discipline has established new connections with mathematical thinking in parallel with the cognitive and technological transformations of the 21st century. The common conceptual structures of graphic design and mathematics were addressed through an interdisciplinary approach, and in this study, transformed into a digital educational material. In the introduction, graphic design is emphasized not only as an aesthetic field, but also as a multilayered structure encompassing cognitive, functional, and analytical processes. It is discussed how mathematical thinking overlaps with design through processes such as problem solving, pattern recognition, generalization, and logical reasoning. Within the theoretical framework, problem types, the relationship between knowledge and thinking, multiple intelligences, as well as creative and mathematical problem-solving processes are examined. In the following chapters, the stages, methods, types, and attitudes of mathematical thinking are related to the historical development, conceptual framework, and product development processes of graphic design. The dialectic between the two disciplines is reinforced through their common conceptual foundations such as proportion, balance, alignment, pattern, and systematic thinking. In the application chapter, the design process, target audience, information architecture, and visual layouts of the digital educational material (e-book) developed within the scope of the study are presented. As a result, the reciprocal structures of graphic design and mathematical thinking are highlighted, and it is stated that the developed material contributes to design education by enhancing problem-posing and thinking skills