Folk dance and mathematics

Knowledge from experience

Abstract

The optional Dance and Movement curriculum framework for the 2020 National Core Curriculum considers folk dance and folk games as fundamental pillars of dance education. Meanwhile, they can also play a role in developing mathematical thinking. Our study examines how the integration of folk dance into lower-grade mathematics education can support students' creative problem-solving skills and their attitudes towards the subject. Our theoretical basis is movement-based learning and the flow experience, which connect folk dancing with the experiential foundation of mathematical concept formation. We present the organic connections between folk dance and certain mathematical topics (e.g., shapes, fractions, and number properties). In our action research, we conducted mathematics and folk dance lessons in a first-grade class of 26 students, along with related input and output assessments and supplementary classroom observations. Our results show that the students' creative rule-making improved significantly, and the movement tasks increased the observed students' willingness to participate. In other words, folk dance, as a complex environment and activity, can effectively support the development of mathematical thinking and positive student attitudes. Future studies are needed.