Mathematics is the science of patterns. This is currently the most widely agreed definition for this area of knowledge. A practical consequence of this definition in the context of teaching and learning Mathematics is that mathematical explorations should increasingly be seen as an opportunity for students to be able to explain and justify the regularities found, as well as the concepts and procedures used, contradicting the idea that Mathematics is an arid discipline, governed exclusively by automatisms and the blind application of algorithms.

This article presents a reflection on four mathematical explorations carried out by a third-year class during an internship developed within the scope of the Master's Degree in Pre-School Education and Primary Education at the University of the Azores. While exploring some of the Azorean cultural heritage, the students had the opportunity to discover connections between Mathematics and Art through Visual Arts. The discovery of patterns in the construction of a model, in the elaboration of sketches of sidewalks and decorative carpets and in the composition of panels with Truchet tiles, based on the calculation of perimeters and areas, provided rich learning opportunities, taking advantage of the excellent synergies that can be explored between Mathematics and Visual Arts.