Designs for Grounded and Embodied Mathematical Learning

Abstract

Findings synthesized across five empirical, laboratory- and classroom-based studies of high school and college students engaged in geometric reasoning and proof production during single and multi-session investigations (346 participants overall) are presented. The findings converge on several design principles for embodied mathematical thinking and learning. The Hidden Village is presented as an instance of an embodied learning environment that uses the narrative context of a visual novel to instantiate these design principles and investigate their influences on mathematical thinking and learning, and to inform a broader theoretical framework of grounded and embodied learning. The interplay of theoretical, empirical, and design considerations of grounded and embodied learning reframes learning, transfer, and assessment, offering promising new pathways for an emerging class of learning environments.