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ERIC Number: EJ1160856
Record Type: Journal
Publication Date: 2017
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1529-0824
EISSN: N/A
"It Doesn't Feel Like a Job to Learn": Preservice Elementary Teachers' Perceptions of Dance-Themed Mathematics Education
An, Song A.; Kim, So Jung; Tillman, Daniel; Robertson, William; Juarez, Martha; Guo, Connie
Journal of Dance Education, v17 n4 p138-146 2017
A series of dance activities were introduced to preservice teachers (n = 76) to help them understand how mathematics concepts could be associated with dance performance and choreography processes. A total of 468 pieces of qualitative data were collected, including 147 online discussion entries with 248 follow-up comments, and 73 individual reflection essays. The main themes for the various benefits that emerged across the preservice teachers' reflections were: (1) improving students' dispositions toward mathematics and creating an enjoyable learning environment for reducing mathematics anxiety; (2) allowing students to develop their creativity and allowing teachers to meet different students' needs; and (3) developing students' conceptual understandings of mathematics through multiple types of connections, representations, and communication. The findings support practical approaches for teacher educators who wish to employ dance in instructing mathematics teaching methods to their preservice teachers.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A