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”.

In: Why Science and Art Creativities Matter