MathMoves : a teacher’s guidebook for dynamic learning of mathematics through dance

Abstract

This dissertation explores the development and potential impact of MathMoves, a guidebook designed to help mathematics teachers integrate movement-based learning into their classrooms. The project aims to bridge the gap between traditional teaching methods and kinaesthetic learning, using dance and movement to enhance students’ engagement and motivation in mathematics. The guidebook offers lesson plans, activities and resources for teachers to create a dynamic learning environment that supports diverse learning styles. Through an in-depth review of educational theories and seminal texts, including Constructivism, Experiential Learning, and Multiple Intelligences, this dissertation highlights how movement can deepen understanding of mathematical concepts. The methodology focuses on the creation of the guidebook, data collection from existing literature and syllabi, and the practical applications of the proposed teaching style. The evaluation reflects on the guidebook’s alignment with educational objectives, its strengths and limitations, and its potential for future use in mathematics education. Ultimately, the project proposes a way in which movement can be incorporated into the learning process to transform the way mathematics is taught to make it more engaging, accessible, and enjoyable for students.