Embodied learning at a distance: from sensory-motor experience to constructing and understanding a sine graph
Educational technologies develop quickly. Which functions of face-to-face education can be substituted by technology for distance learning? One of the risks of online education is the lack of embodied interactions. We investigate what embodied interactive technologies might offer for teaching trigon...
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| Published in | Mathematical thinking and learning Vol. 25; no. 4; pp. 409 - 437 |
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| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
Philadelphia
Routledge
02.10.2023
Taylor & Francis Ltd |
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| Abstract | Educational technologies develop quickly. Which functions of face-to-face education can be substituted by technology for distance learning? One of the risks of online education is the lack of embodied interactions. We investigate what embodied interactive technologies might offer for teaching trigonometry when learning at a distance. In a multiple case study, we analyze the potential of embodied action-based design for fostering conceptual understanding of a sine graph. It appears that independent learning with tablet-based activities leads to acquiring new sensory-motor coordinations. Some students include these new embodied experiences into mathematical discourse and trigonometry problem solving themselves, while others still need some support from a teacher. However, distantly acquired embodied experiences can be easily recalled in a few days after learning and serve well as a substrate for further conceptualization and problem-solving. The results speak for a clear contribution that embodied design might provide for grounding conceptual understanding in distance learning. However, we expect embodied design to be particularly helpful in a blended learning format. |
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| AbstractList | Educational technologies develop quickly. Which functions of face-to-face education can be substituted by technology for distance learning? One of the risks of online education is the lack of embodied interactions. We investigate what embodied interactive technologies might offer for teaching trigonometry when learning at a distance. In a multiple case study, we analyze the potential of embodied action-based design for fostering conceptual understanding of a sine graph. It appears that independent learning with tablet-based activities leads to acquiring new sensory-motor coordinations. Some students include these new embodied experiences into mathematical discourse and trigonometry problem solving themselves, while others still need some support from a teacher. However, distantly acquired embodied experiences can be easily recalled in a few days after learning and serve well as a substrate for further conceptualization and problem-solving. The results speak for a clear contribution that embodied design might provide for grounding conceptual understanding in distance learning. However, we expect embodied design to be particularly helpful in a blended learning format. |
| Audience | Secondary Education |
| Author | van Helden, Gitte Shvarts, Anna |
| Author_xml | – sequence: 1 givenname: Anna orcidid: 0000-0001-6556-0058 surname: Shvarts fullname: Shvarts, Anna email: a.y.shvarts@uu.nl organization: Utrecht University – sequence: 2 givenname: Gitte surname: van Helden fullname: van Helden, Gitte organization: Space Engineering Department, Delft University of Technology |
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| Title | Embodied learning at a distance: from sensory-motor experience to constructing and understanding a sine graph |
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