Discussion on Embodied Mathematics

I am very interested in the idea of embodying mathematics with physical movement to make learning more memorable and interesting.  Ivy, May and Karishma’s group mentions how traditional crafts can have elementary patterns and be useful in learning geometric representations. These crafts can show how geometric patterns get shifted, translated, or reflected them moved around. Additionally, music and math are excellent combinations at understanding rhythms, timing and scales. Pairing theoretical learning with bodily movements can make theory more realistic as it gives students the ability to visualize and interact with theory. I like how Conner, Julia, Kelsea, and Adam’s group calls it the ‘a-ha moments’ for when students form connections between several ideas. Jacob’s group also mentions how there might be “soft” skills that come from bodily movements while learning such as teamwork, discovery, experimentation. This is analogous to the implicit curriculum idea from a reading called The Three Curricula That All Schools Teach (Eisner, n.d.), where schools and classes teach students lessons not intended such as transmission of norms, values and beliefs conveyed in the classroom and social environment. These skills are very valuable beyond the classroom and transferrable to different aspects of lifelong learning and personal growth.