Abstract
An equitable curriculum is one that acknowledges the natural mind–body relationship, which characterises how human beings think and operate in the world (Henriksen et al., in TechTrends, 59:6–11, 2015). It involves embodied learning and thinking strategies that place the physical body back into education, through carefully designed learning experiences that allow knowledge a place to be stored, a place to be extracted from, and a place to be exhibited through (Barbour and Ebrary Academic Complete International Subscription Collection, Dancing across the page narrative and embodied ways of knowing, 2011). To participate fully in activities that promote these actives and provide these learning opportunities, students need to engage with several mathematical concepts. Irrespective of the diversity and difference found in student cohorts, the benefits of dance and movement, and the potential for creativity, experiencing dance is not possible without the embedded mathematics that can be identified as numeracy competencies.
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Beck, G., Sellars, M. (2018). Dance. In: Sellars, M. (eds) Numeracy in Authentic Contexts. Springer, Singapore. https://doi.org/10.1007/978-981-10-5736-6_7
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