In T. Verhoeff, D. Swart, & S. L. Gould (Eds.), Proceedings of Bridges 2025. Eindhoven University of Technology.
ABSTRACT: Indicating auxiliary constructions on a geometry problem is often key to solving it, and yet teaching and learning to do so is challenging, given that these lines are by nature “invisible” prior to being marked. We are developing a culturally situated educational response called Geometry Resources in Dance (GRiD) that bridges Balinese tradition and embodiment philosophy. We first solicit from students imaginary lines that they conjure spontaneously to perform intricate postures or movements; then they mark these lines on a geometrical mat, which the first author, a Balinese dancer and educational researcher, intuitively covered with a patterned mesh of concentric eight-rayed matrices. We report on a retrospective multi-faceted cognitive domain analysis of Balinese historical practices that implicated the very same diagrammatic matrix, thus validating its cultural authenticity.