Using Dance & Movement to Enhance Spatial Awareness Learning

Autor/inn/en	Temple, Barbara Ann; Bentley, Kathryn; Pugalee, David K.; Blundell, Natalie; Pereyra, Carlos Miranda
Titel	Using Dance & Movement to Enhance Spatial Awareness Learning
Quelle	In: Athens Journal of Education, 7 (2020) 2, S.153-167 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2407-9898
Schlagwörter	Spatial Ability; Creativity; Concept Formation; Mathematics Skills; Dance Education; Motion; Mathematics Instruction; Brain Hemisphere Functions; At Risk Students; Kindergarten; Preschool Education; Mathematical Concepts; School Readiness; Teaching Methods; English Language Learners; Low Income Students; North Carolina + Suchen Sie Ihr Suchwort? Räumliches Vorstellungsvermögen; Kreativität; Concept learning; Begriffsbildung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Dance; Education; Tanzerziehung; Bewegungsablauf; Mathematics lessons; Mathematikunterricht; Pre-school education; Vorschulerziehung; Readiness for school; School ability; Schulreife; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	By accessing creative portions of the brain through dance, Pre-K students can more easily learn math concepts like spatial awareness and critical math knowledge prior to formal assessment in elementary school. This early foundational learning creates educational equity by resulting in a month of additional math learning before ever stepping into an elementary classroom. At a very fundamental level, when students have access to math learning in Pre-K through the performing arts, they are more than a month ahead of their non-Pre-K peers when they enter a Kindergarten classroom, (Ludwig, Marklein, & Song, 2016). Arts-integrated math learning engages both hemispheres of the brain and all types of students, especially English Language Learners (ELL) and those from lower socioeconomic status, benefit academically from such experiences. Math and movement residencies bring equity and access to the classroom by preparing students with critical foundational knowledge in math prior to encountering formal math concepts in Kindergarten. (As Provided).
Anmerkungen	Athens Institute for Education & Research. 8 Valaoritou Street, Kolonaki, Athens 10671, Greece. e-mail: education@atiner.gr; Web site: https://www.athensjournals.gr/aje
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01