DANCE AND MATHEMATICS: A THEORETICAL EXAMINATION WITHIN THE FRAMEWORK OF THE FUNCTIONAL APPROACH

Abstract

The relationship between dance and mathematics is often explained through shared concepts such as rhythm, symmetry, proportion, geometry, and pattern. These concepts make it easier to establish a connection between the two fields. However, the role of mathematics in dance practice is not limited to the presence of similar concepts. Mathematics also functions as an organizing way of thinking in dance education, choreographic design, and movement analysis.

This study is designed as a theoretical and conceptual literature review that examines the relationship between dance and mathematics through a function-based approach. Its main aim is to discuss how mathematics is used in the field of dance at pedagogical, choreographic design, and analytical levels. The study draws on literature addressing the relationship between dance and mathematics, as well as sources on movement-based learning, embodied cognition, choreographic design, staging, movement analysis, and notation.

At the pedagogical level, mathematics is discussed as a way of thinking that supports learning in dance education through rhythm, counting, sequence, repetition, pattern, and spatial awareness. At the choreographic design level, it is associated with staging and choreographic organization through elements such as direction, proportion, distance, symmetry, axis, balance, and formation. At the analytical level, mathematics is considered in relation to the systematic examination of dance through processes such as measuring, classifying, comparing, identifying movement patterns, and recording movement through notation.