The dancing Euclidean proof

 1. “embodying mathematical concepts and relationships through dance and movement”

Dance and movement can be done by person(s) with or without an object such as a stick or an umbrella in an environment in which the action is possible. These actions can represent a mathematical or physical process such as drawing a line, a circle, marking a length on the line. Even the speed of a moving particle can be represented by adjusting the speed of the dancer movement. I see a lot of opportunities not fixed to euclidean proofs. For example, we can have two concentric circles with different diameters. Two dancers move along the circles at two different speeds such that they complete one round trip at the same time. The audience can clearly see that the dancer on the larger circle moves faster (greater linear speed) to keep the same angular speed as the other dancer on the smaller circle. 

2. “potential to make the beauty of Euclid’s proofs accessible to mainstream audiences”

Dancing and moving make people feel good, happy, and engaged. By allowing learners to participate or even watch others doing the dance we create a happy learning environment. This is a good benefit of dancing and movement whenever possible in helping people learn through doing something that makes them happy.

3. “Help students understand and appreciate the beauty of Euclid’s proofs in new multisensory, experiential ways”

 

By dancing to construct a mathematical process students are part of the construction tools and objects (pencil, divider, ruler, etc.). Before the dance, students need to plan each move and entire process - that gives the exterior point of view. During the process students manage the movement, direction, magnitude and speed. Therefore they get the whole interior view of the process.