This study examined 105 preservice teachers' instructional strategies for developing dance-themed activities for young students during mathematics instruction. A pretest--posttest data collection design was used to investigate the changes in participants' teaching strategies before and after the intervention of dance with integrated mathematics activities. The general results of the comparison between the presurveys and postsurveys indicated that the preservice teachers' interdisciplinary knowledge for using dance-themed activities as an instructional approach for teaching mathematics had notable improvements. Specifically, improvements were noted in the number of new methods and advanced pedagogical strategies employed. This study also presented empirical evidence indicating how art-themed mathematics education activities have the potential to serve as effective educational resources to further develop preservice teachers' capacity to implement innovative mathematics teaching methods.