#4409. Crossing the river: toward an embodied pedagogy for integrating arts and mathematics education

December 2026publication date
Proposal available till 29-05-2025
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Education;
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Abstract:
Based on the meta-formic concept of river crossing, an integrated approach to teaching mathematics using artistic creativity is proposed. The author of the method proceeds from the premise that learning mathematics in isolation has always been difficult and challenges the argument about the difference between mathematics as a representation of cognitive left-brain thinking and art as affective and right-brain. The metaphor and game of crossing the river is an attempt to convey the aesthetic nature of cognition and make it part of the study of mathematics. Play and drama in this pedagogical experiment opens up access to mathematical thinking.
Keywords:
applied theatre; art; embodiment; mathematics; creativity

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