Refection about dancing and body movements teaching

 After reading the article “Dancing Euclidean Proofs: Experiments and Observations in Embodied Mathematics Learning and Choreography”, I have two things need to think

1/ “The instructor (Gerofsky) offered a challenge to students to demonstrate the first proposition in Book 1 of Euclid’s Elements as embodied movement, giving attention to the pedagogical affordances of teaching and learning geometry through movement and dance” I wonder that if the instructor can use dancing or body movements to teach all the math problems? Can we have a general algorithm to solve all the geometric math problems?

2/ “Thus mathematical necessity and the constraints of our bodies opened a totally new dimension of our project: the land. Although this new element added beauty, it also added more possibility and thus more decisions. Where is the proof situated — at the level of our outstretched arms, on the ground, or both? “These are questions I also think about too. One more thing is that in the video, we can see from the sky so we can see the items clearly: circle, line, triangle easily. How can we have better pictures through vertical direction?

I think using dancing and body movement is very cool. So impressive. However, applying this activity in my teaching is not easy. We cannot do this activity in the classroom because the floor is made from cement. Impossible to see. Brining class outside is very challenge because of the safety of students. How can we do this activity in classroom? However, my instructor Amanda did good job.

Teaching math by dancing or body movement is very new for me. This article gives me more ideas to motivate or engage my students about learning math. I can also think another way to teach my students: making poems, song or artwork...