Speaker
Description
There is a growing need to redefine what it means for mathematics learning to be culturally situated. Too often, culture is treated as a decorative context rather than a generative source of conceptual thinking. This presentation introduces Geometry Resources in Dance (GRiD), an embodied design project grounded in Balinese dance traditions. GRiD draws on movement practices where performers construct attentional anchors—imaginary perceptual structures that coordinate precise movement. In the classroom, students externalize these anchors as auxiliary lines on a diagrammatic floor mat, whose patterned structure reflects Balinese spatial matrices that shape everyday life, including spiritual and architectural domains. This work demonstrates how cultural practices can operate as generative resources for mathematical reasoning and design innovation.
