ABSTRACT

In the disciplines of dance and mathematics, binary identities commonly split individuals into either (non)dance and/or (non)math people. However, these shorthand assessments become dangerous because they constrain disciplinary knowledge, and limiting one’s identity and capabilities remains antithetical to broad education goals. Capitalizing on dance as a situated, embodied form of knowledge, as well as an engaging, interactive, and social endeavor, we facilitate instruction that uses a dance-based approach to teach geometric transformations in a teacher education program. In this paper, we discuss findings from a case study intervention in a graduate-level geometry education course where we engaged participants in this transformations dance activity. We ask: What disciplinary practices did participants use in a dance-based intervention on geometric transformations? And, how did they use them? We found that the parallel disciplinary practices that the participants engaged in, in dance and mathematics, sheds light on a need in education to resist binary identities and to encourage inquiry-based practices. We aim to inspire future professional development and collaborative teaching opportunities for dance teachers in math and math teachers in dance, along with research that investigates intersections of learning, practice, and identity, particularly in dance + math.

摘要

在舞蹈和数学学科中，二元身份通常将个体分为（非）舞蹈和/或（非）数学人。然而，这些速记评估变得危险，因为它们限制了学科知识，并且限制一个人的身份和能力仍然与广泛的教育目标背道而驰。利用舞蹈作为一种情境化的、具身化的知识形式，以及一种引人入胜、互动和社交的努力，我们促进了在教师教育项目中使用基于舞蹈的方法来教授几何变换的教学。在本文中，我们讨论了研究生水平几何教育课程中的案例研究干预的结果，在该课程中，我们让参与者参与了这种变换舞蹈活动。我们问：参与者在基于舞蹈的几何变换干预中使用了哪些纪律实践？而且，他们是如何使用它们的？我们发现，参与者在舞蹈和数学方面从事的平行纪律实践揭示了教育需要抵制二元身份并鼓励基于探究的实践。我们的目标是为舞蹈数学教师和舞蹈数学教师激发未来的专业发展和协作教学机会，以及调查学习、实践和身份交叉点的研究，特别是在舞蹈+数学方面。阐明了教育需要抵制二元身份并鼓励基于探究的实践。我们的目标是为舞蹈数学教师和舞蹈数学教师激发未来的专业发展和协作教学机会，以及调查学习、实践和身份交叉点的研究，特别是在舞蹈+数学方面。阐明了教育需要抵制二元身份并鼓励基于探究的实践。我们的目标是为舞蹈数学教师和舞蹈数学教师激发未来的专业发展和协作教学机会，以及调查学习、实践和身份交叉点的研究，特别是在舞蹈+数学方面。