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Volume 35, Number 3, pages 279-282 (2024)
https://doi.org/10.26830/symmetry_2024_3_279
SYMMETRY IN COUBLE DANCES
Veronica Albanese
University of Granada, Melilla, España
Email: vealbanese@ugr.es
Abstract: The study of different ways of putting mathematical concepts into practice is the subject of the Ethnomathematics Programme, which is interested in the ways in which cultural groups develop and use mathematics in their practices (D’Ambrosio, 2006) with different aims, including the revalorisation of local knowledge and the relationship of teaching and learning processes with the students' environment (Albanese et al., 2017). Studies on the potential of dance for mathematics education have been carried out in the framework of European projects such as the “Maths in Motion” (MiM) (Nasiakou et al., 2019) from the approach of embodied cognition exploring symmetries and triangles through creative tasks. Symmetry in dance has also been analysed (Schaffer, 2019) insisting on the importance of defining symmetry in space and analysing, among other things, the reciprocal positions of the dancers, but from a static point of view. In the framework of Ethnomathematics, the choreography of some Argentinean folkloric couple dances has been analysed, recognising geometrical figures that are drawn on the floor by the dancers' changes of position (Albanese & Perales, 2014; Sardella, 2004). The aim of this research is to analyse different couple dances in terms of the symmetry of the movements that make up the basic structures or figures.
References:
Adam, A., Alangui, W. V., & Barton, B. (2010) Lights and Questions: Using Mutual Interrogation, For the Learning of Mathematics, 30(3), 10–16.
Albanese, V., Adamuz-Povedano, N., & Bracho-López, R. (2017) The Evolution of Ethnomathematics: Two Theoretical Views and Two Approaches to Education. In M. Rosa, L. Shirley, M. E. Gavarrete, & W. V. Alangui (Eds.), Ethnomathematics and its Diverse Approaches for Mathematics Education (pp. 307–328), Springer. https://doi.org/10.1007/978-3-319-59220-6
D’Ambrosio, U. (2006) Ethnomathematics: Link between traditions and modernity, Sense Publishers. https://doi.org/10.1163/9789460911415
Nasiakou, L., Lehto, S., Goranova, S., Osborne, K., & Fenyvesi, K. (2019) Exploring Rotational Symmetries and Triangles through Dance and Body Movement: Maths in Motion, Bridges 2019 Conference Proceedings, 621–628.
Parra-Sánchez, A. (2017) Ethnomathematical barters. In: H. Straehler-Pohl, N. Bohlmaer, & A. Pais (Eds.), The Disorder of Mathematics Education (pp. 89–106), Springer, Cham. https://doi.org/10.1007/978-3-319-34006-7_6
Schaffer, K. (2019) Three-Dimensional Symmetries in Dance and Other Movement Arts, Bridges 2019 Conference Proceedings, 247–254.
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