Could Students with Mild Intellectual Disability (MID) Memorize Numbers through Dance?

DOI

10.2991/icade-18.2019.15How to use a DOI?

Keywords

students with mild intellectual disability; number 1-5; dance learning

Abstract

This article discusses dance as an instrument to improve memorizing ability of numbers 1-5 for students with mild intellectual disability (MID). For those who suffer MID, their short-term memory in abstract-thinking is relatively hard because they need a concrete object and those students need to perform periodically in memorizing numbers. To support the stages of this study, dance can be used as an instrument in studying mathematics; in this case, the author referred to Gardner’s understanding that students with MID have linguistic, math logic, musical, spatial, kinesthetic, natural, intrapersonal and interpersonal ability. However, those components are not as good as those in students who do not suffer MID. By using that idea, the author concludes that students with MID are able to memorize numbers in order and recognize numbers randomly through dance as their learning instrument given periodically.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Reni Rahmawati
AU  - Juju Masunah
PY  - 2019/02
DA  - 2019/02
TI  - Could Students with Mild Intellectual Disability (MID) Memorize Numbers through Dance?
BT  - Proceedings of the International Conference on Arts and Design Education (ICADE 2018)
PB  - Atlantis Press
SP  - 70
EP  - 73
SN  - 2352-5398
UR  - https://doi.org/10.2991/icade-18.2019.15
DO  - 10.2991/icade-18.2019.15
ID  - Rahmawati2019/02
ER  -