Learning angles through movement: Critical actions for developing understanding in an embodied activity

Smith, Carmen Petrick; King, Barbara; Hoyte, Jennifer

doi:10.1016/j.jmathb.2014.09.001

Cited by 71 publications

(51 citation statements)

References 29 publications

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“…Specifically, these high-resolution pictures can guide future analyses exploring whether and how strong or soft embodied theories of learning operate at this time scale. For instance, because measurements of the change in sensorimotor coordination antecede measurements of learning gains, causal mechanisms like the reflexive abstraction hypothesis Piaget, 1952) could be tested following this approach. Furthermore, combining the results from these fine-grained analyses with classroom interaction analyses can help us understand the role of elicited gestures at larger time scales (i.e., from a sociocultural perspective of embodiment).…”

Section: Discussionmentioning

confidence: 99%

“…Concepts are tightly related to perceptual and motor schemas. For instance, according to the reflexive abstraction hypothesis, mental objects with abstract properties are internalized by coordinating various lower-level empirical abstractions which are built up by performing actions on physical or imagined objects (Abrahamson, Shayan, Bakker, & Van Der Schaaf, 2015;Piaget, 1952). On the other hand, the soft view of embodied cognition argues that some higher-order abstract schemas can interact with perceptual and motor schemas to ground their meaning.…”

Section: Embodied Learningmentioning

confidence: 99%

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A Measurement Model of Gestures in an Embodied Learning Environment: Accounting for Temporal Dependencies

2017

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ABSTRACT:Interactive learning environments with body-centric technologies lie at the intersection of the design of embodied learning activities and multimodal learning analytics. Sensing technologies can generate large amounts of fine-grained data automatically captured from student movements. Researchers can use these fine-grained data to create a high-resolution picture of the activity that takes place during these student-computer interactions and explore whether the sequence of movements has an effect on learning. We present a use-case modelling of temporal data in an interactive learning environment with hand gestures, and discuss some validity threats if temporal dependencies are not accounted for. In particular, we assess how, if ignored, the temporal dependencies in the measurement of hand gestures might affect the goodness of fit of the statistical model and would affect the measurement of the similarity between elicited and enacted movement. Our findings show that accounting for temporality is crucial for finding a meaningful fit to the data. In using temporal analytics, we are able to create a high-resolution picture of how sensorimotor coordination correlates with learning gains in our learning system.

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Section: Discussionmentioning

confidence: 99%

Section: Embodied Learningmentioning

confidence: 99%

A Measurement Model of Gestures in an Embodied Learning Environment: Accounting for Temporal Dependencies

2017

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“…For instance, if a static definition of the angle concept was only provided, students could theorize that the size of angles was associated with the space between their arms [13,15,25]. Another example would be that students might always expect angles to have one arm being extended horizontally because of the representations of angles in their textbooks [34]. Therefore, investigating their textbook is crucial for understanding how students develop some of these misconceptions.…”

Section: Figure 1 Two Squares In Different Orientationsmentioning

confidence: 99%

Exploring high-achieving sixth grade students’ erroneous answers and misconceptions on the angle concept

Bütüner

Filiz

2016

International Journal of Mathematical Education in Science and

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The aim of this research was to investigate high achievers' erroneous answers and misconceptions on the angle concept. The participants consisted of 233 grade 6 students drawn from eight classes in two well-established elementary schools of Trabzon, Turkey. All participants were considered to be current achievers in mathematics, graded 4 or 5 out of 5, and selected via a purposive sampling method. Data were collected through six questions reflecting the learning competencies set out in the grade 6 curriculum in Turkey and the findings of previous studies that aimed to identify students' misconceptions of the angle concept. This questionnaire was then applied over a 40 minute period in each class. The findings were analyzed by two researchers whose inter-rater agreement was computed as 0.97, or almost perfect. Thereafter, coding discrepancies were resolved, and consensus was established. We found that although the participants in this study were high achievers, they still held several misconceptions on the angle concept such as recognizing a straight angle or a right angle in different orientations. We also show how some of these misconceptions could have arisen due to the definitions or representations used in the textbook, and offer suggestions concerning their content in the future.

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“…There is evidence that grounding abstract mathematics concepts in students' physical experiences can support learning (Abrahamson & Lindgren, ; Nathan et al, ; Smith, King, & Hoyte ). The idea that body‐based activity plays a key role in learning is supported by embodied views of cognition that hold that the mind and the body work closely together along with the environment to help us make sense of the world (Wilson, ).…”

Section: Introductionmentioning

confidence: 99%

Body‐based activities in secondary geometry: An analysis of learning and viewpoint

Smith

2018

School Sci & Mathematics

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Body-based activities have the potential to support mathematics learning, but we know little about the impact they have in the classroom. This study compares high school geometry students learning through either body-based or analogous non-bodybased activities over the course of a two-week unit on similarity. Pre-and post-tests revealed that while students in both conditions showed gains in content area comprehension over the course of the study, the body-based condition showed significantly greater gains. Further, there were differences in the language students used to describe the learning activities at the end of the unit that may have contributed to the differences in learning gains. The students in the body-based condition included more mathematical and nonmathematical details in their recollections. Additionally, students in the body-based condition were more likely to recall their experiences from a first-person perspective, while students in the control condition were more likely to use a third-person perspective.

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Learning angles through movement: Critical actions for developing understanding in an embodied activity

Cited by 71 publications

References 29 publications

A Measurement Model of Gestures in an Embodied Learning Environment: Accounting for Temporal Dependencies

A Measurement Model of Gestures in an Embodied Learning Environment: Accounting for Temporal Dependencies

Exploring high-achieving sixth grade students’ erroneous answers and misconceptions on the angle concept

Body‐based activities in secondary geometry: An analysis of learning and viewpoint

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