Biography

mathsdance, maths, dance, school, clubs, mathematics, schools, education, panorea, baka

Photo by Foteini Christofilopoulou

Panorea Baka studied Applied Mathematics (BSc) at the University of Crete, Biomedical Engineering (MSc) at the National Technical University of Athens and Mathematics Education (MA) at the University of Roehampton in London.

Her interest in researching the interaction between mathematics and dance and how to use dance to teach mathematics is longstanding.

Having an academic background in mathematics, engineering and education, working as a maths teacher, collaborating with artists and experts in performing arts and participating in artistic projects she has always considered the link between mathematics and the performing arts, particularly dance.

Her well combined and harmoniously blended experiences in mathematics, dance and teaching motivated her to initially raise questions and thereafter explore in practice how these areas, when integrated, could improve maths education.

Since founding ‘Maths Dance’ in 2012 she has been leading clubs and creative workshops for students and inspiration sessions for teachers and artists sharing her knowledge and expertise in maths education, promoting  kinaesthetic and cross curricular teaching and contributing to the further understanding of incorporating dance into mathematics teaching and learning.

mathsdance, maths, dance, school, clubs, mathematics, schools, education, panorea, baka

Photo by Foteini Christofilopoulou

 

Her research interests also include ethnomathematics, mathematics educational neuroscience, education and politics, community dance.

Panorea, who is currently based in London, believes that there seems to be little point on doing maths and insisting on the importance of different strategies in education, if we do not consider how our approaches can help our students to enjoy mathematics and learn it in the most productive and meaningful way. In that sense her aim is not to impart information to the students, nor to manage their learning but to create a dynamic and inclusive space where loving and inquiring children can think, sense, understand, question and re-shape the world.