Dancing Our Way to Geometric Transformations

Autor/inn/en	Leonard, Alison E.; Bannister, Nicole A.
Titel	Dancing Our Way to Geometric Transformations
Quelle	In: Mathematics Teaching in the Middle School, 23 (2018) 5, S.258-267 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0839
Schlagwörter	Transformations (Mathematics); Middle School Teachers; Mathematics Teachers; Dance; Movement Education; Teaching Methods; Spatial Ability; Geometric Concepts; Educational Practices; Educational Strategies + Suchen Sie Ihr Suchwort? Transformationstheorie; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Tanz; Bewegungsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Räumliches Vorstellungsvermögen; Elementare Geometrie; Bildungspraxis; Lehrstrategie
Abstract	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. (ERIC).
Anmerkungen	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: NCTM@nctm.org; Web site: http://www.nctm.org/publications/mathematics-teaching-in-the-middle-school/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01