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

Flood, Virginia J.; Шварц, Анна; Abrahamson, Dor

doi:10.1007/s11858-020-01165-7

Cited by 43 publications

(23 citation statements)

References 41 publications

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“…(2) using multimodal candidate understandings; and (3) coconstructing multimodally-expressed embodied ideas using gesture" (Flood et al, 2020).…”

Section: The Particular Challenges Of Dynamic Mathematical Technologymentioning

confidence: 99%

“…The selected technology was the Mathematics Imagery Trainer for Proportions involving 23 Grade 4–6 school students from an urban school in the US state of California alongside four university mathematics education design researchers. The research concluded the following three ways in which educators can be responsive in such environments: “(1) explicitly encouraging learners to use gesture and being aware of gesture–speech mismatches; (2) using multimodal candidate understandings; and (3) co-constructing multimodally-expressed embodied ideas using gesture” (Flood et al, 2020 ).…”

Section: Concerning Classroom Practice—the Different and Emerging Plamentioning

confidence: 99%

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Teaching with digital technology

Clark-Wilson

Robutti

Thomas

2020

ZDM Mathematics Education

129

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In this survey paper, we describe the state of the field of research on teaching mathematics with technology with an emphasis on the secondary school phase. We synthesize themes, questions, results and perspectives emphasized in the articles that appear in this issue alongside the relevant foundations of these ideas within the key journal articles, handbooks and conference papers. Our aim is to give an overview of the field that provides opportunities for readers to gain deeper insights into theoretical, methodological, practical and societal challenges that concern teaching mathematics with technology in its broadest sense. Although this collection of articles was developed prior to the global coronavirus pandemic, we have taken the opportunity to survey the contributing authors to provide some country perspectives on the impact the pandemic has had on mathematics teaching with technology in the period January–July 2020. We conclude the survey paper by identifying some areas for future research in this increasingly relevant topic.

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“…(2) using multimodal candidate understandings; and (3) coconstructing multimodally-expressed embodied ideas using gesture" (Flood et al, 2020).…”

Section: The Particular Challenges Of Dynamic Mathematical Technologymentioning

confidence: 99%

Section: Concerning Classroom Practice—the Different and Emerging Plamentioning

confidence: 99%

Teaching with digital technology

Clark-Wilson

Robutti

Thomas

2020

ZDM Mathematics Education

129

View full text Add to dashboard Cite

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“…Later, a tutor changes the task by asking the students to reflect on their sensory-motor strategies. As the tutors support the transition of sensory-motor experiences into mathematical discourse (Flood, 2018), they use a variety of multimodal tactics in eliciting students' verbal and gestural expressions of their sensory-motor coordinations and bridging these expressions with scientific discursive norms (Flood, 2018;Flood et al, 2020) 2 . Aiming to facilitate inclusion of sensory-motor coordinations into further mathematical reasoning in a course of embodied instrumentation (Drijvers, 2019), we supplemented embodied action-based design ideas by mathematical tasks that require instrumented actions.…”

Section: Empirical Illustration Of the Genesis Of A Body-artifact Functional Systemmentioning

confidence: 99%

Embodied instrumentation in learning mathematics as the genesis of a body-artifact functional system

et al. 2021

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Recent developments in cognitive and educational science highlight the role of the body in learning. Novel digital technologies increasingly facilitate bodily interaction. Aiming for understanding of the body’s role in learning mathematics with technology, we reconsider the instrumental approach from a radical embodied cognitive science perspective. We highlight the complexity of any action regulation, which is performed by a complex dynamic functional system of the body and brain in perception-action loops driven by multilevel intentionality. Unlike mental schemes, functional systems are decentralized and can be extended by artifacts. We introduce the notion of a body-artifact functional system, pointing to the fact that artifacts are included in the perception-action loops of instrumented actions. The theoretical statements of this radical embodied reconsideration of the instrumental approach are illustrated by an empirical example, in which embodied activities led a student to the development of instrumented actions with a unit circle as an instrument to construct a sine graph. Supplementing videography of the student’s embodied actions and gestures with eye-tracking data, we show how new functional systems can be formed. Educational means to facilitate the development of body-artifact functional systems are discussed.

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“…-All Responsive teaching involves: 1) drawing out, attending to, and engaging with aspects of learners' ideas that have potential disciplinary value or substance; and 2) engaging in ongoing proximal formative assessment (e.g., continuously monitoring students' ideas to adapt instructional support in the moment) [Robertson et al (2016), Flood et al (2020), Flood et al (2022].…”

Section: Socio-emotionalmentioning

confidence: 99%

Translating Embodied Cognition for Embodied Learning in the Classroom

Macrine

Fugate

2021

Front. Educ.

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In this perspective piece, we briefly review embodied cognition and embodied learning. We then present a translational research model based on this research to inform teachers, educational psychologists, and practitioners on the benefits of embodied cognition and embodied learning for classroom applications. While many teachers already employ the body in teaching, especially in early schooling, many teachers’ understandings of the science and benefits of sensorimotor engagement or embodied cognition across grades levels and the content areas is little understood. Here, we outline seven goals in our model and four major “action” steps. To address steps 1 and 2, we recap previously published reviews of the experimental evidence of embodied cognition (and embodied learning) research across multiple learning fields, with a focus on how both simple embodied learning activities—as well as those based on more sophisticated technologies of AR, VR, and mixed reality—are being vetted in the classroom. Step 3 of our model outlines how researchers, teachers, policy makers, and designers can work together to help translate this knowledge in support of these goals. In the final step (step 4), we extract generalized, practical embodied learning principles, which can be easily adopted by teachers in the classroom without extensive training. We end with a call for educators and policy makers to use these principles to identify learning objectives and outcomes, as well as track outcomes to assess whether program objectives and competency requirements are met.

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

Cited by 43 publications

References 41 publications

Teaching with digital technology

Teaching with digital technology

Embodied instrumentation in learning mathematics as the genesis of a body-artifact functional system

Translating Embodied Cognition for Embodied Learning in the Classroom

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