tag:blogger.com,1999:blog-12692155561365621.post1353328708814781493..comments2024-03-28T07:45:39.017-04:00Comments on The Map is Not the Territory: Meaningful Non-Dance Movement in Math LearningMalkehttp://www.blogger.com/profile/09927560751422131935noreply@blogger.comBlogger3125tag:blogger.com,1999:blog-12692155561365621.post-33195770356150902452013-10-15T11:22:35.700-04:002013-10-15T11:22:35.700-04:00Any skill of body movement is achieved by body lea...Any skill of body movement is achieved by body learning that happens through doing something. Learning towards refinement of skill and higher levels of economy are the efforts of the mind to control and regulate what the body has learned. While we talk about body and mind as separate, they are intimately connected. Life expressing one without the other seems an impossibility. Can we then really learn the abstracts of math without body experience? Understanding comes from the experience of doing something, not just thinking and learning abstract ideas. We learn formulas, proofs, concepts, vocabulary, and how to apply getting results, but what is missing without the physical experience that grounds the abstracted concepts in understanding. The body opens mind to beauty. The body feels it, the mind appreciates it.<br /><br />http://www.youtube.com/watch?v=6KiJU4dQdLE<br />This video show a beauty of mind/body experience that can not be mathematically described in the arrangement of balance points. <br />Without mind direction and body movement, beauty is lost leaving a lifeless shell of formal description without purpose. <br /><br /><br />Bradfordhttps://www.blogger.com/profile/04506207220770119310noreply@blogger.comtag:blogger.com,1999:blog-12692155561365621.post-30849908828149154082013-10-15T07:07:06.058-04:002013-10-15T07:07:06.058-04:00Those sound like good examples -- the body is thin...Those sound like good examples -- the body is thinking and learning in those cases. And, I can see math processes in there -- algorithms, spatial thinking, patterning -- all important in a math learning context. So, the question becomes (and one I am still trying to answer) -- is it important to formally identify the math embedded in those activities to the 'student'? Could movement experiences like that (obviously meaningful in the game context) simply become part of a child's 'body syntonic' and leave it at that? The reason I ask this is because so many dancers have found my program as adults and said -- "I could have been good at math!" This implies to me that there never was an opportunity for connection between their body's experience and their math learning. I'll leave it there, but thanks for helping me clarify that question. :-)Malkehttps://www.blogger.com/profile/09927560751422131935noreply@blogger.comtag:blogger.com,1999:blog-12692155561365621.post-2812607235279545862013-10-15T03:42:44.523-04:002013-10-15T03:42:44.523-04:00How about the way football teams set up play and s...How about the way football teams set up play and soccer teams set up defense? Hop-scotch is a pattern. jmommymomhttps://www.blogger.com/profile/18038986572848163326noreply@blogger.com