I mean, just look how many ways we can experience and come to understand multiplication! Stunning. Given this reality, why would we want our students to only understand multiplication as a series of facts?
So, now, take a look and tell me the difference between this (done as part of a computer science education project):
And this (start around 0:25 and watch until at least 2:00):
Which one provides you the more meaningful experience with Hungarian folk dance traditions?
Can you see what happens when the dancing's sole purpose is to be shoehorned into a formal mathematical framework (the sorting algorithms)?
To me, Video #1 has some interesting footwork but the choreography seems stilted and out of context -- sort of like only ever memorizing multiplication facts.
This may just be my own particular sensitivity but I'm curious what you think. Bonus points for going to the dance/computer science project website, trying out one of the sorts and reporting back how or if the dancing helped you any more than the computer animation they provide.