Abstract
ABSTRACT This article looks at an interdisciplinary college movement and mathematics course from the perspectives of one of its co-creators and a mathematics education researcher. It suggests deep, embodied use of choreographic problem solving can form an effective path to mathematics learning through (a) conceptual overlap between mathematics and dance, (b) reframing what mathematics learning is, and (c) addressing student affect surrounding problem solving within each discipline. Schema for how course methods operate are presented and contextualized through examples of ways the mathematics educator puts them into practice in the classroom. By revealing some of the misconceptions about the potential for movement to support learning in other disciplines, a way toward more credible integration is outlined and encouraged as a path more dance educators could pursue, given the right support.
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