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ERIC Number: EJ1177859
Record Type: Journal
Publication Date: 2018-Mar
Pages: 10
Abstractor: ERIC
ISSN: ISSN-1072-0839
Dancing Our Way to Geometric Transformations
Leonard, Alison E.; Bannister, Nicole A.
Mathematics Teaching in the Middle School, v23 n5 p258-267 Mar 2018
Research suggests that embodying mathematical concepts through movement supports improvements in students' spatial fluency, communication, collaboration, critical thinking, and problem-solving skills (Alibali and Nathan 2012; Cone and Cone 2011; Sarama and Clements 2009). This article describes a dance-based strategy that middle school mathematics teachers can use to leverage embodied movement in their instructional repertoires. The authors take cues from dance educators for imagining this work because they have disciplinary expertise in the practice of movement as a form of inquiry. They define dance broadly as purposeful sequences of movement and stillness that communicate meaning.
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A