What do dance and mathematics have in common? More than one might think. Unfortunately, both the discipline of mathematics and the art of dance are frequently taught through rote memorization. Dance is often taught by having students repeat the organizational structure (the steps) until they can perform the entire sequence without any thought. Similarly, mathematics is often taught by having students repeat formulas or calculations (e.g., multiplication tables) until they have memorized them--again, without any thought or analysis.
However, the problem with this type of learning is that it does not help students develop critical thinking and analysis skills, the ability to apply information in different situations, and the interest to continue learning the discipline.
Why am I writing this commentary? Because I love dance and I remember clearly how intimidating mathematics was to me many years ago--mainly because I was asked to memorize facts rather than understand them. Also, because there is an alternative method of teaching mathematics that makes the subject lovable or, at least, interesting to students. This alternative method has nothing to do with rote memorization. Instead, the mathematics class focuses on using dance as an object of mathematical analysis. The class is structured according to the following stages:
1. Warm-up activity designed to prepare students for thinking mathematically
2. Presentation of the class subject, purpose, and goals
3. Modeling of what is expected of students
4. Development of a dance--i.e., a kinesthetic representation, an oral explanation, and a written answer
5. Presentations of the students' work
6. Analysis and discussion
7. Summary and homework
While the first two and the last two stages are probably familiar to most teachers, the third, fourth, and fifth stages might not be as clear. Let us take a closer look at the purpose and implementation of these three stages in the classroom.
The Third Stage: What Is Expected of Students
In this stage, students are given examples of what is expected of them. The teacher models what students are expected to produce in the form of written work, verbal explanations, and kinesthetic presentations. Here is an example of ...
