Abstract
This paper presents a teaching and learning program in mathematics drawing on the aesthetic expression of dance as
the medium of seeking knowledge and meaning. Originally conceived as a joyful, effective and threshold lowering
activity for learners apprehensive about the curriculum subject, including pre-service teachers, the program has been
further developed to visualizing, in dancing, the learners’ previous subject knowledge as a base for further
acquisition of proficiencies in the discipline. The program’s overall object is to create an effectual interactive space
of learning with immediate interaction between teacher, peer learners and the math subject. Aesthetic literacy
through dance and math numeracy are enhanced and interplay gainfully. Participants with varying cultural and
language backgrounds, exchanging experiences and references, embark on joyful journeys through the field of
knowledge. Data gathered from observations of lessons designed according to the program and dealing with a
number of math curriculum items are presented and analysed. Conclusions are drawn for further investigation of the
intersection of the proficiencies and literacies of aesthetics and mathematics.
