Mathematics and science education are still strongly based on the concept of mind–body dualism, in which mind and body are viewed as separate entities. Learning mathematics is most often regarded as a solely intellectual activity, which involves only the brain. The “Maths in Motion” modules described in this chapter were collaboratively written and field tested by experts in dance/movement, educational researchers and mathematics education researchers. neuropsychological research has shown that physical activity correlates positively with cognitive skills. This chapter describes six activities, linking them to theories of multiple intelligences, multiple creativities and multiple embodiment. Each activity presents STEAM-integrated mathematics educational practices, which highlight methods of “embodying” mathematical concepts through physicality and kinaesthetic engagement, imagination and creativity. Our goal is to present outlines of these multidisciplinary and multisensory learning programs, which open up new dimensions for students, teachers and parents by offering the simultaneous experience of structural, spatial, rhythmic and symbolic dimensions of mathematics through body movement. The main body of this chapter describes these modules and some of the theoretical underpinnings of their creation. They represent the results of an international Erasmus+ educational project, called “Maths in Motion”.
The current movement to integrate arts within STEAM education is relevant not only for responding to complex societal and economic problems of the twenty-first century, but in that it carries its own sets of processes, questions and paradigmatic shifts that decentre dominant discourses in education. This chapter argues onto-epistemologically that arts uniquely engender a “mutuality” of disciplines constituted in the intra-actively entangled production of new knowledges through knowing and doing enactments within STEAM (re)configurings. It argues this is a form of critical intradisciplinarity. This chapter, which draws on an exceptionally significant data set, reports a novel analysis of a sample of drawings called “math-artworks”. These were created by South African young people in Grades 8–12 following a series of mathematics-art-experiential workshops. Theoretically framed by posthuman feminist new materialism, the chapter diffractively reads three of these drawings. It asks what matters in mathematical-art drawings by using Karen Barad’s concept of diffraction as a methodological practice for reading these drawings as data. The chapter uses diffractive reading to evaluate what it is that “math-artworks” advance, as encountered in the material enactments of South African young people. It also asks whether these configurings of intradisciplinary knowledge making generate new pedagogic repertoires. It argues accordingly that STEAM is a form of critical intradisciplinarity that is capable of activating future-making education.