Teaching with embodied learning technologies for mathematics: responsive teaching for embodied learning

Virginia Flood, A.Y. Shvarts, Dor Abrahamson

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

As technologies that put the body at the center of mathematics learning enter formal and informal learning spaces, we still know little about the teaching methods educators can use to support students’ learning with these specialized systems. Drawing on ethnomethodology and conversation analysis (EMCA) and the Co-Operative Action framework, we present three multimodal ways that educators can be responsive to learners’ embodied ideas and help them transform sensorimotor patterns into mathematically significant perceptions. These techniques include (1) encouraging learners to use gesture to express and reflect on their ideas, (2) presenting multimodal candidate understandings to check comprehension of learners’ embodied ideas, and (3) co-constructing multimodally expressed embodied ideas with learners. We demonstrate how these techniques create opportunities for learning and discuss implications for a multimodal, embodied practice of responsive teaching.
Original languageEnglish
Pages (from-to)1307-1331
JournalZDM - International Journal on Mathematics Education
Volume52
DOIs
Publication statusPublished - Dec 2020

Keywords

  • Embodied learning
  • Digital technology
  • Responsive teaching
  • Gesture
  • Ethnomethodology
  • Conversationanalysis
  • Embodied cognition

Fingerprint

Dive into the research topics of 'Teaching with embodied learning technologies for mathematics: responsive teaching for embodied learning'. Together they form a unique fingerprint.

Cite this