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|Title:||Embodied Transmission of Ideas: Collaborative Construction of Geometry Content and Mathematical Thinking|
Kwon, Oh Hoon
|Publisher:||International Society of the Learning Sciences|
|Citation:||Kirankumar, V., Sung, H., Swart, M., Kim, D., Xia, F., Kwon, O. H., Nathan, M., & Walkington, C. (2021). Embodied Transmission of Ideas: Collaborative Construction of Geometry Content and Mathematical Thinking. In Hmelo-Silver, C. E., De Wever, B., & Oshima, J. (Eds.), Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning - CSCL 2021 (pp. 177-180). Bochum, Germany: International Society of the Learning Sciences.|
|Abstract:||This study looks at how students embody their ideas about geometry conjectures and how those ideas travel within and between student groups. In one classroom of a Title 1 high school, students participated in a three-part program in which they: (1) played The Hidden Village, a motion-capture video game where they assess the veracity of geometric conjectures (i.e., if it is always true or ever false) while their intuitions, insights, and rationales (including their gestures) are video recorded, (2) designed their own directed actions (i.e., a sequence of movements that represents a body-based interpretation of the structure and transformation of a spatial configuration), and (3) re-played the game with a mixture of previous conjectures combined with the conjectures designed by their peers. Multiple cases revealed ways that simulated enactment and collaborative construction can convey mathematical ideas.|
|Appears in Collections:||ISLS Annual Meeting 2021|
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