ABSTRACT
This chapter covers the main rationale for the use of movement and theater in math instruction. Embodied cognition, or the use of the body to engage in the learning process, has been proven to improve math understanding. Gestures have been shown to greatly help students both learn and retain mathematical concepts as well as help them conceptualize complex concepts that occur in math instruction. Such practices can help to reduce math anxiety by increasing engagement, providing hands-on learning, and providing opportunities for success in math which may improve students' self-concept as math learners. This chapter contains many ideas for integrating movement with math including making human models and graphs and the staging of word problems using theater techniques. Lesson plans at the end of the chapter include math dance, square dance, exploring symmetry, living lines, math groupings, and twirling 2s.
