Adding Movement To Subtract Monotony: The Effects Of A Dance-Integrated Mathematics Curriculum On The Engagement Of Students From Low-Income Homes

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University of Delaware
The objective of this investigation was to determine whether a dance-integrated mathematics curriculum stimulates cognitive, emotional, and behavioral engagement among low-income students in the state of Delaware. Learners within an urban setting were instructed using a researcher-designed dance integrated math curriculum for second-grade students in a summer camp in the state of Delaware. Lessons integrated math concepts (operations and algebraic thinking, numbers and operations in the base ten system, and geometry) and dance concepts (locomotor and non-locomotor movements, levels, shapes, and space). Participants included 13 children, ages 6 to 11, from low-income homes. A concurrent triangulation method was utilized to guide data collection for this mixed methods study. Qualitative data included video recordings and journals. This data was compared with the outcomes of quantitative measures including pre- and post-assessments, pre- and post-surveys, and rubric evaluations of permanent products created by students. Findings from data analyses indicate that a dance-integrated mathematics curriculum was emotionally, cognitively, and behaviorally engaging. These findings suggest that educators can use arts integration to engage their students.
elementary education, dance-integrated, curriculum, student engagement