Combining math with dance was quite
the experience. We had some issues deciding what aspect of math we wanted to emphasize
in our dance. We came down to either combinatorics or geometry. Focusing on
combinatorics, we decided to use different parameters to classify what a “handshake”
could be. We asked ourselves questions like these (and more): does a handshake
need to be between two people, does a handshake need to involve same or
different hands, does the handshake need to only include one hand from each
person? We decided that, under different parameters, you can increase the
number of possible handshakes. Moreover, that we can calculate the number of
handshakes using combinatorics; I have two hands to CHOOSE from, and then I CHOOSE
one of my partners etc.
Regarding potential math learning
elements, this activity is a good way to introduce the concept of combinatorics
and counting to a class. It gets them involved, active, and thinking creatively
and abstractly. More importantly, it gets participants to implicitly use the
principles of counting without having to lecture them about the concepts. Using
this activity as a hook, it allows a student to understand the notion that they
are ALREADY capable of doing math, and even further, that they are ALREADY
doing math. It’s our job as teachers to just solidify those concepts and make
sure they stay crystallized in students’ brains.
Dance can be used in many different
lessons in math. Geometry sections can be livened up by doing different dances
with arms and legs. Musical chairs (sort of a dance) can be used to actively
illustrate examples of counting how many ways a group of people can sit in a
line. Active learning, through dance, is a great tool for teachers to use. Math
is typically looked at as a boring, sit-down-and-write-notes kind of class, but
with dance, we can slowly reverse that preconception.
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