“Origami-mathematics lessons” (Boakes, 2006) blend the ancient art of paper folding with the teaching of mathematics. Though a plethora of publications can be easily found advocating the benefits of Origami in the teaching of mathematics, little research exist to quantify the impact Origami has on the learning and building of mathematical skills. The research presented in this paper targets this common claim focusing on how Origamimathematics lessons taught over an extended period of time impact students’ knowledge of geometry and their spatial visualization abilities. The paper begins with a brief overview of Origami as it relates to teaching mathematics followed by a summary of research done with two age groups: middle school children and college students. Gathered data in these two studies suggest that Origami-mathematics lessons are as beneficial as traditional instructional methods in teaching mathematics.

“Origami-mathematics lessons” (Boakes, 2006) blend the ancient art of paper folding with the teaching of mathematics. Though a plethora of publications can be easily found advocating the benefits of Origami in the teaching of mathematics, little research exist to quantify the impact Origami has on the learning and building of mathematical skills. The research presented in this paper targets this common claim focusing on how Origamimathematics lessons taught over an extended period of time impact students’ knowledge of geometry and their spatial visualization abilities. The paper begins with a brief overview of Origami as it relates to teaching mathematics followed by a summary of research done with two age groups: middle school children and college students. Gathered data in these two studies suggest that Origami-mathematics lessons are as beneficial as traditional instructional methods in teaching mathematics.