Abstract
The art of ice dancing offers many possibilities for mathematical modelling. In this article, we present an artistic model-eliciting activity (MEA) based on skates’ blade trajectories formed by skaters’ bodily movements which uses mathematical content from algebra and geometry. We conducted the MEA in an undergraduate mathematics problem solving course for pre-service middle school teachers. The students’ models included two-dimensional choreographic drawings of envisioned skaters’ three-dimensional movements on the ice, and quantitative analyses of these drawings. Pre-service middle school teachers’ successes and challenges are discussed in relation to their working on a real-life, open-ended, artistic and mathematical problem.
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