Filmmakers

Miranda Abbott

Dance Artist/Grade 2 Teacher/Arts Inclusion Specialist

Dance Equations/European School

Heredia, Costa Rica

danceequations@gmail.com

https://www.mirandaabbott.com/

Statement

My name is Miranda Abbott, and I'm a professional dancer, choreographer, author, and educator. With a background in formal training from prestigious institutions like the National Ballet of Canada, L'Ecole Superieur de Danse du Quebec, and the School of Toronto Dance Theatre, I've honed my expertise in dance education over the years. Through my program, Dance Equations, I empower teachers to blend mathematical concepts with the creative expression of dance. I've also contributed to educational initiatives at organizations like The Canadian Children’s Dance Theatre and Harbourfront Centre. Currently, I teach Dance Equations online, create curriculum materials, and serve as a grade 2 educator at the European School in Costa Rica. My mission with Dancing Digits is to spark a love for learning by integrating movement and mathematics, fostering creativity, critical thinking, and kinesthetic exploration in students worldwide.

Films

Image for entry 'In Constant Motion - Kaprekar's Groove'

In Constant Motion - Kaprekar's Groove

00:05:01

Dancing Digits Concept by Miranda Abbott Film Created by Dance Equations and Students of the European School Videographer: Gustavo Abarca Music: FISSION by Rick Torres Location: The European School, Heredia, Costa Rica

2024

Watch

In this film, students from the European School in Costa Rica embark on a captivating journey to explore Kaprekar's Constant. Led by their teacher, Miranda, the students engage in interactive activities involving rolling dice and manipulating numbers, ultimately discovering the intriguing properties of this numerical phenomenon. Through Miranda's innovative use of Dancing Digits, a method of rapid corporal calculation, the students gain a deeper understanding of addition and subtraction. Viewers are treated to a compelling demonstration of the symbiotic relationship between movement and mathematical discovery in the classroom.