Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/10263
Full metadata record
DC FieldValueLanguage
dc.contributor.authorXia, Fangli
dc.contributor.authorSwart, Michael I.
dc.contributor.authorSchenck, Kelsey E.
dc.contributor.authorNathan, Mitchell J.
dc.date.accessioned2023-10-10T16:08:45Z-
dc.date.available2023-10-10T11:57:00Z
dc.date.available2023-10-10T16:08:45Z-
dc.date.issued2023
dc.identifier.citationXia, F., Swart, M. I., Schenck, K. E., & Nathan, M. J. (2023). Gestural replays support mathematical reasoning by simulating geometric transformations. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 305-312). International Society of the Learning Sciences.en
dc.identifier.urihttps://doi.org/10.22318/icls2023.409417
dc.identifier.urihttps://repository.isls.org//handle/1/10263-
dc.descriptionLong Paperen
dc.description.abstractActions relevant to conceptual ideas can promote thinking and learning, whether internally generated when spontaneously produced by learners (i.e., gestures), or externally generated when prompted to perform directed actions. Few studies have explored how prompting students to predict their future actions influences their thinking. This study compared the effects of internally generated predicted actions versus externally generated directed actions on undergraduate students’ (N = 67) geometry proof performance. We investigated the role of gestural replays as physical re-enactments of one’s prior actions involved in mathematical transformations. Gestural replays provide evidence of mental simulation processes of past actions. Quantitative models revealed significant benefits of gestural replays that depict students’ prior mathematical transformations on proof performance, which extended to both externally generated directed actions and internally generated predicted actions. Qualitative analysis further illustrates ways gestural replays support embodied simulations that can bridge concrete actions and generalizations needed for mathematically valid proofs.en
dc.publisherInternational Society of the Learning Sciences
dc.relation.ispartofurn:ISBN:978-1-7373306-7-7
dc.relation.ispartofProceedings of the 17th International Conference of the Learning Sciences - ICLS 2023, pp. 305-312
dc.subjectLearning Sciencesen
dc.titleGestural Replays Support Mathematical Reasoning by Simulating Geometric Transformationsen
dc.typeconferencePaper
dc.identifier.doi10.22318/icls2023.409417
Appears in Collections:ISLS Annual Meeting 2023

Files in This Item:
File SizeFormat 
ICLS2023_305-312.pdf480.9 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.