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Title: Grounded and Embodied Mathematical Cognition for Intuition and Proof Playing a Motion-Capture Video Game
Authors: Swart, Michael
Schenck, Kelsey
Xia, Fangli
Kwon, Oh Hoon
Nathan, Mitchell
Vinsonhaler, Rebecca
Walkington, Candace
Keywords: Learning and Identity
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Swart, M., Schenck, K., Xia, F., Kwon, O. H., Nathan, M., Vinsonhaler, R., & Walkington, C. (2020). Grounded and Embodied Mathematical Cognition for Intuition and Proof Playing a Motion-Capture Video Game. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 175-182). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: Proof, though central to mathematical practice, is rarely explored through the lens of embodiment because of the centrality of abstraction and generalization. We use the case of a high school geometry student to investigate two research questions: (1) How do embodied processes facilitate mathematical learning? (2) How can generalized mathematical truths be manifest through embodied processes that are grounded in particular movements? To engage the body, researchers developed a motion-capture video game, The Hidden Village, designed to elicit physical movement via in-game directed actions. In-game interactions complement logic and verbal forms of reasoning by promoting simulated actions, which are shown to recur during the student’s proof and justification. Embodied theories of learning offer insights into how learners recruit body-based resources to foster meaning-making and generalization. Embodiment also offers new insights into recharacterizing mathematics curricula in terms of movement, and the promise of new forms of embodied learning technologies.
Appears in Collections:ICLS 2020

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