Aim. The aim of this article is to show, from the perspective of an artist and a teacher, the possibility of integrating mathematical knowledge with visual arts, and above all with architecture, sculpture, and painting in relation to selected works. Methods and materials. The method of document analysis was used, examples of the analysis of works of art and architectural objects from a historical perspective were indicated in terms of the mathematization of their structure, composition, etc. They can be an inspiration for teachers to search for their own solutions in combining art with mathematics at various educational stages. Results and conclusion. Understanding how mathematical concepts influence the creation and reception of works of art develops analytical and problem-solving skills and stimulates creativity. Students learn not only to apply mathematical principles, but also to understand their practical significance and their impact on the world around them.The combination of mathematics and art has led to the creation of many works of exceptional depth and beauty, which not only delight with their aesthetics, but also stimulate intellectual curiosity. Thus, mathematics and art are two areas of human activity that are in harmony with each other, creating new opportunities for artistic expression, but also for improving mathematical competences, developing the skills of observation, analysis, synthesis, and critical thinking. Integrating an interdisciplinary approach to mathematic education can lead to a profound transformation in the way students perceive and engage with the subject.