Abstract

Building on the successful NumberBods tours in 2016 and 2018, a refined approach to Key Stage 1 mathematics education was piloted at the University of Sunderland. This iteration placed an even greater emphasis on kinaesthetic learning and interdisciplinary creativity to engage young learners aged five to seven through physically active, immersive experiences.

The evolved Numberbods project integrated dance, music, narration, and live physical performance to animate key mathematical concepts. Third-year students from the University’s Dance and Performing Arts programme toured the interactive performance with follow up workshops, for audiences of children and primary school teachers.

Building on previous versions, the latest iteration introduced a wider range of interactive, movement-based activities to further support kinaesthetic engagement. Children physically embodied mathematical symbols and operations, used choreographed movement to represent number patterns and sequences, and engaged in rhythmic exercises to explore counting, grouping, and simple arithmetic. The emphasis on using the body as a learning tool allowed children to internalise mathematical ideas through spatial awareness, repetition, and sensory experience, making abstract concepts more tangible and memorable.