Are students able to work through a series of geometric spatial activities, discover a pattern, and find an algebraic function? Can they move from using spatial intelligence to number sense to algebraic reasoning? Are they able to connect geometric thinking and algebra, physical models, and numeric relationships? Friel, Rachlin, and Doyle (2001) state, “Explorations that develop from problems that can be solved by using tables, graphs, verbal descriptions, concrete or pictorial representations or algebraic symbols offer opportunities for students to build their understandings of mathematical functions” (p. v). Further, combining physical spatial activities with algebraic reasoning can better engage beginning algebra students in the task at hand. According to Jensen (2001), the kinesthetic arts can provide a significant vehicle that can enhance content-area learning.
