Learning Mathematics Through Embodiment: The Role of Spatial Reasoning and Gender

• In Event: Mathematics Learning in the Early Grades

Abstract

Spatial ability and success in mathematics are closely linked (Clements & Battista, 1992), prompting many to try and find ways to improve students’ spatial skills. In this study, we developed an embodied learning environment using the Kinect, to help students visualize and think spatially about angles. We conducted interviews with 20 elementary students and used pre- and post-tests to determine whether students showed improvement on a geometry assessment that incorporates spatial reasoning skills. Furthermore, we investigated whether boys and girls interacted differently within the environment or performed differently on the assessment. Overall, students improved on the assessment, and this improvement was similar for boys and girls. Moreover, we find no evidence that boys and girls interacted differently with the environment.

Authors

• Barbara Anne King, Florida International University

• Carmen Petrick Smith, University of Vermont

• Jennifer Hoyte, Florida International University

• Lisa Watts Natkin, The University of Vermont

• Tegan Garon, The University of Vermont