‘(Non)dance and (non)math people’: challenging binary disciplinary identities in education
Author:
Affiliation:
1. Teaching & Learning, Clemson University, Clemson, SC, USA
2. Postdoctoral Fellow in the Office of Vice Provost for Diversity & Inclusion, Indiana University, IN, USA
Publisher
Informa UK Limited
Subject
Visual Arts and Performing Arts,Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/14647893.2020.1853692
Reference57 articles.
1. “It Doesn’t Feel Like a Job to Learn”: Preservice Elementary Teachers’ Perceptions of Dance-Themed Mathematics Education
2. Dance/Movement Therapy's Influence on Adolescents' Mathematics, Social-Emotional, and Dance Skills
3. Toward a Model of Holistic Dance Teacher Education
4. Reframing Practice: Teacher Learning Through Interactions in a Collaborative Group
5. Research Commentary: Theorizing Collaborative Mathematics Teacher Learning in Communities of Practice
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