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

• Published in: The Journal of mathematical behavior 2014-12, Vol.36, p.95-108
• Main Authors: Smith, Carmen Petrick, King, Barbara, Hoyte, Jennifer
• Format: Article
• Language: English
• Subjects: Elementary; Embodied cognition; Geometry; Learning; Motion-controlled technology
• ISSN: 0732-3123; 1873-8028
• DOI: 10.1016/j.jmathb.2014.09.001

•Pre- and post-tests showed gains in understanding of angle and angle measurement.•Connections between physical and abstract representations can support learning.•Exploring a variety of physical representations is associated with learning.•Connections between movements and personal experiences can support learning. Angle instruction often begins with familiar, real-world examples of angles, but the transition to more abstract ideas can be challenging. In this study, we examine 20 third and fourth grade students completing a body-based angle task in a motion-controlled learning environment using the Kinect for Windows. We present overall pre- and post-test results, showing that the task enhanced learners’ developing ideas about angles, and we describe two case studies of individual students, looking in detail at the role the body plays in the learning process. We found that the development of a strong connection between the body and the abstract representation of angle was instrumental to learning, as was exploring the space and making connections to personal experiences. The implications of these findings for developing body-based tasks are discussed.