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

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 (EM...

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Bibliographic Details
Published in:ZDM 2020-12, Vol.52 (7), p.1307-1331
Main Authors: Flood, Virginia J., Shvarts, Anna, Abrahamson, Dor
Format: Article
Language:English
Subjects:
Addition & subtraction
Computer Simulation
Definitions
Discourse Analysis
Education
Educational Strategies
Educational Technology
Ethnography
Formative Evaluation
Guidance
Interviews
Learner Engagement
Learning
Mathematical analysis
Mathematics
Mathematics Education
Mathematics Instruction
Nonverbal Communication
Original Article
Psychomotor Skills
Reflection
Science Education
Science Instruction
Socialization
Teacher Response
Teachers
Teaching
Teaching Methods
Technology Uses in Education
Tutors
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Summary: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.
ISSN:1863-9690
1863-9704
DOI:10.1007/s11858-020-01165-7