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It Doesn’T Feel Like A Job To Learn: Hispanic Preservice Teachers’ Perceptions Of Dance-Themed Mathematics Education, William H. Robertson
It Doesn’T Feel Like A Job To Learn: Hispanic Preservice Teachers’ Perceptions Of Dance-Themed Mathematics Education, William H. Robertson
William H. Robertson
A series of dance activities were introduced to preservice teachers (n = 76) to help them understand how mathematics concepts could be associated with dance performance and choreography processes. A total of 468 pieces of qualitative data were collected, including 147 online discussion entries with 248 follow-up 10 comments, and 73 individual reflection essays. The main themes for the various benefits that emerged across the preservice teachers’ reflections were: (1) improving students’ dispositions toward mathematics and creating an enjoyable learning environment for reducing mathematics anxiety; (2) allowing students to develop their creativity and allowing teachers to meet different students’ needs; …