Hume and Barrs 1988 say in their introduction to Maths on Display:

We feel that displays should not only reflect the work carried out in a class but should also stimulate and sustain the children's interest in a particular topic. We suggest you bear in mind the rich variety of multi-cultural experiences which may exist within your school and apply these to celebrations, activities, cooking, shopping, artwork, collections etc.

Similarly Woodman and Albany 1988 say in Mathematics Through Art and Design 5 - 13:

Very often depicting mathematical patterns or relationships in a colourful and artistic way adds to a child's understanding and appreciation of them. Children may come to realise that, inherent in many artistic forms, there exists a mathematical precision too often taken for granted.

Children will be led to look upon mathematics as a more attractive subject if we draw their attention to the balance between its functional and aesthetic aspects. Also, by linking it not only with art and design, but also with language and science, mathematics can be used more creatively; it is freed from the straitjacket of the textbook.