| |
| author |
Angelae Wunderle
| | title |
Mathematical Movements: Bringing Dance into the Classroom
| | abstract |
My thesis explores connections between math and dance to evaluate the benefits of movement
integration in math classrooms. With an understanding of the different ways humans learn and
the neurological process of how we learn, we can appreciate the benefits of kinesthetic teaching
and learning. Lately, movement has been welcomed into the classroom in the form of a brain
break; this paper is designed to push this idea further and encourage the incorporation of dance
in classroom lessons. Participants (N = 22) signed up for one of two 45-minute classes without
knowing the teaching style; one class was a lecture, the other was entirely movement-based. The
content covered in the lessons was the same: fractions, percentages, and mentally calculating
tips. Participants took a pre-assessment before the lesson and a post-assessment after. Their math
skills and overall experience were evaluated. No matter the teaching method, participants
showed growth in both their math skills and their confidence in the content. A one-time, 45-
minute study does not allow for enough analysis on student growth in any area. Research should
be continued in this area to explore how movement integration can be used to introduce new
classroom material as well.
| | school |
The College of Liberal Arts, Drew University
| | degree |
B.A. (2024)
|
| advisor |
Sarah Abramowitz
|
| committee |
Kristen Turner
Kimani Fowlin
|
| full text | AWunderle.pdf |
| |
