References: Music & Dance

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References

Alibali, M. W., & Nathan, M. J. (2012). Embodiment in mathematics teaching and learning: Evidence from learners' and teachers' gestures. Journal of the Learning Sciences, 21(2), 247-286.

De Freitas, E., & Sinclair, N. (2014). Mathematics and the body: Material entanglements in the classroom. USA: Cambridge University Press.

Edelson, R. J., & Johnson, G. (2003). Music makes math meaningful. Childhood Education, 80(2), 65-70.

Hudson, T. (2017). Six strategies to reach, teach, and close math gaps for Latino English language learners in elementary and middle school. Bellevue, WA: DreamBox Learning.

Jensen, E. (2005). Teaching with the brain in mind, 2nd edition. Alexandria, VA: ASCD.

Jones, S., & Pearson, D. (2013). Music: Highly engaged students connect music to math. General Music Today, 27(1), 18-23.

Kreutzmann, M., Zander, L., & Webster, G. D. (2018). Dancing is belonging! How social networks mediate the effect of a dance intervention on students' sense of belonging to their classroom. European Journal of Social Psychology, 48(3), 240-254

Opprezzo, M., & Schwartz, D.L. (2014). Give your ideas some legs: The positive effect of walking on creative thinking. The Journal of Experimental Psychology, 40(4), 1142-1152.

Walsh, J. D., & Coleman, B. K. (2023). Using music to teach math in middle school. South Carolina Association for Middle Level Education Journal, 2(1), 144-151.