Dancing Mathematics and the Mathematics of
Dance by Sarah-Marie Belcastro and Karl Schaffer
Summary
The article offers an
innovative viewpoint on teaching mathematics through movement and dance,
challenging the notion that math is solely about symbols, digits, and written
calculations. It portrays a classroom environment where students actively
engage with mathematical ideas such as patterns, symmetry, rotation, and
structure by using their bodies. This method transforms the learning experience
into a blend of cognitive and physical activity, making abstract concepts more
tangible and relatable through gestures and dance. By connecting mathematics
with movement, students discover that this subject can be lively and
imaginative, exploring rhythm and structure through choreography and bodily
expression.
A key takeaway from the
article is the transition from passive to active engagement in learning. Rather
than merely receiving information from an instructor, learners take initiative
in their educational journey, collaborating, investigating, and understanding
concepts via their physical experiences. This approach confronts the
conventional "banking model" of education that typically prioritizes
memorization, instead promoting dialogue, interaction, and student empowerment.
Additionally, the authors emphasize that this embodied method is inclusive,
enabling students of varying abilities and language proficiencies to
participate fully. Reflection plays a vital role in this process, bridging
physical movements with formal mathematical principles, thus making learning
both experiential and intellectually robust. In conclusion, the article
highlights how integrating dance and movement can transform mathematics
classrooms into lively, creative, and inclusive environments for every learner.
Stop 1
Quote:
If you're not a dancer, and even if you are, you may be wondering how on earth
mathematics and dance are related. Page 1
Explanation: Before
exploring the connection between mathematics and dance through Karl Schaffer’s
YouTube video shared in class and Susan’s teaching, I had never imagined any
real link between the two fields. Growing up, I led a choreographic group of
teenagers at my local church and later became a mathematics teacher, yet I
still saw these as two completely separate worlds. As Mathematics, to me, was
confined to numbers, formulas, and written methods, and my goal was to teach it in the usual traditional setting to cover the syllabus, while dance belonged only
to artistic expression, mainly for relaxation and fun, but watching how dance illustrated concepts such as
symmetry and patterns transformed my understanding. I was amazed that a
creative and enjoyable medium could communicate deep mathematical ideas. The
movements made abstract concepts more visible and accessible in ways that symbols
alone could not. Reflecting on the video and the ideas from the article, I
realized that learning takes place not only in the mind but also through the
body. Most importantly, I came to see that this embodied approach could reduce
fear and tension around mathematics, making it more lively, meaningful, and
approachable.
Stop 2
Quote: “Many
mathematical ideas pervade dance and, we would argue, are intrinsic to dance.
For example, we divide music into counts and use counting to mark the times at
which movements are done”. Page 1
Explanation: When
you watch a dancer glide across the floor, it’s easy to be captivated by the
beauty and emotion of their movements. But beneath that mesmerizing surface
lies a fascinating world of mathematics. Every beat of the music counts out a
rhythm that guides them every step, and I believe this connection can be a
powerful tool in my teaching practice. For instance, when children are doing a
presentation, they often count the steps and movements they make to ensure
everyone displays a similar pattern, resulting in a visually stunning
performance. I can incorporate this idea by integrating rhythm and movement
into math lessons, allowing students to physically experience concepts like
patterns and sequences. Imagine the joy of perfectly timed movements, stepping
forward, withdrawing, spinning, and clapping, all synchronized with the melody,
as a way to explore fractions, ratios, and angles. By encouraging students to
create their own dance sequences based on mathematical principles, I can foster
a deeper understanding of math as they discover how it plays a vital role in
creating beauty and harmony, much like in dance, helping to make learning more
engaging and interactive.
Question:
How would our mathematics teaching change if we recognized that learning
happens not only in the mind but also through the body? What practical steps
could we take to integrate this approach in classrooms still dominated by
traditional assessment-focused practices?
Hi Clementina, thank you for your reflection this week. You highlight the dualistic assumptions that pervade our educational system—the idea that teaching and learning happen only in the mind, separate from the body. Your question is quite broad and reminds me of some of the questions we explored last week; I would also be interested in questions that engage more specifically with the paper itself.
ReplyDeleteAt the same time, this ongoing discussion in class and through our blog posts already feels like meaningful work toward expanding our capacity to integrate gestural learning. To move further, I think we would need to explore additional resources—perhaps going deeper into those Susan has already shared—in order to imagine and experience mathematics and dance together more fully. Most of all, it requires courage to step outside of entrenched dualistic mindsets and experiment with more embodied approaches to teaching and learning.
Hi Clementina,
ReplyDeleteYou mentioned how mathematics felt "confined" to formulas while dance was for "fun.", and it highlights how we often hide the "joy" of math behind a wall of symbols. When you saw that dance could illustrate symmetry, it wasn't just a new teaching trick - it was a realization that the body can "speak" math. It makes me think that when we deny students the chance to move, we are essentially asking them to learn a language without ever letting them speak it out loud.
Your example of children synchronizing their steps to create a visual pattern is a great way to think about ratios and fractions. In a secondary classroom, we could take this further by looking at the "geometry of the floor." A dancer’s path is a series of vectors and rotations. If students had to map out a dance using coordinate geometry, they would see that their "artistic" choices are actually mathematical decisions. This makes the math feel less like an imposition and more like a tool for beauty.
Anna’s comment about "courage" is a vital point. It takes a lot of professional bravery to tell a principal or a group of parents that your students are dancing to learn geometry. But as you noted, if we truly believe that learning happens through the body, then keeping students in their desks is actually a barrier to their success.
Hi Anna,
ReplyDeleteI appreciate your perspective on the connection between dance and mathematics. While I may not have formal dance training as you do, I find it fascinating to explore how movement and bodily expression can enhance our understanding of mathematical concepts. I’ve been reflecting on how traditional education often emphasizes memorization over engagement, and I believe we can shift that narrative. This idea resonates with me because it opens the door to understanding complex concepts—like symmetry, rotation, group theory, and topology—through dance. In our class discussions, I’ve been thinking about ways we can encourage students to experience these concepts dynamically. By linking abstract ideas to physical movements, we can create a more enriching and meaningful learning experience. I’m curious about your thoughts on incorporating this approach within the traditional assessment framework. I hope we can make mathematics more accessible and livelier for every learner, and I’d love to hear how you think we might achieve that, especially drawing on your experience as a dancer. Looking forward to your discussion