Embodied Mathematical Cognition: Directed Actions in a Video Game Environment Promote Mathematical Insight and Proof

• In Event: 56.024 - Embodying, Personalizing, and Rendering Mathematics Using Technology

Abstract

Justification and proof are important practices within mathematics education; yet students struggle to adopt these practices. Theories of embodied cognition and recent technology environments that track movements afford unique opportunities to support students’ mathematical reasoning. We report a study of a motion-capture video game “The Hidden Village” that directs students to make geometric motions with their bodies, and then presents them with associated mathematical conjectures to prove. Results suggest that the directed motions activate learners’ motor systems, allowing for increased gesture production while reasoning in this technology-enhanced environment. However, the directed actions only improve proof performance when combined with pedagogical language alerting students to their relevance. Implications for the design of embodied learning environments are discussed.

Authors

• Candace A. Walkington, Southern Methodist University

• Mitchell J. Nathan, University of Wisconsin - Madison