Abstract
Euclid’s Elements (c. 300 BCE) has long been held to be an example of minimalist mathematical beauty. As
mathematics educators interested in embodied learning, we want to share that beauty with our students (and
mainstream dance audiences), to promote understanding and appreciation of Euclidean proofs in visceral,
movement-oriented ways. This paper reports on a successful experiment in dancing Euclidean proofs in the context
of a university mathematics education class, and explores philosophical, mathematical, and pedagogical dimensions
of the process of dancing geometric proofs on the beach.
