Preservice Teachers' Perception of Teaching Mathematics Through Choreography and Dance

• In Event: 58.058 - Impacts of Arts Integration on Student Outcomes

Abstract

The present study was conducted in a border metropolitan research university in the south-western United States. A series of dance activities were introduced to participating preservice teachers in order to understand how mathematics concepts could be associated with dance performance and choreography processes. Data was collected from 76 preservice teachers during and after the period of intervention for them to share their formative perceptions of their experiences of learning mathematics through dance. This study offers insights to teacher educators that the arts, in this case dance, can be developed as a mathematics teaching resources that may support preservice teachers to learn how to offer interdisciplinary pedagogy for students to explain, represent, and apply mathematics.

Authors

• Song An, The University of Texas - El Paso

• So Jung Kim, The University of Texas - El Paso

• Cameron Wilson, Harmony School of Excellence-El Paso

• Josefina V. Tinajero, The University of Texas - El Paso