One stop that I had while reading this article was the discussion around learning involving perspective. I connected to the idea that as readers of mathematical proofs, we are completely responsible for understanding the proof, while being detached from the representation of the proof in words or pictures on the page. However, by dancing through the proof, they felt as if they were active agents making sense of the mathematical representation. I found this really interesting and something to think about as a future teacher, making it possible for students to make sense of the math they are learning in an active way.
Another stop that I had was realizing the cross disciplinary opportunities that come with math if we as teachers can think outside of the box. As was demonstrated by dancing, there are plenty of other cross disciplinary ideas such as art, sports and so on that could be used in a classroom setting to demonstrate different math concepts, allowing students to form their own connections to it and actively partake in their learning.
Finally, by reading this article I was reminded of the importance of learning from the land regardless of the subject area. In math I think we can often forget of ways to extend our mathematical learning out of the classroom. But going outside and being active or observing our surroundings is a great way to make real life connections to math and allows students to make connections to their surroundings through math and also apply what they learn to situations and things they see during their everyday life.
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