Embodied Account of Geometry Proof, Insight, and Intuition Among Novices, Experts, and English Language Learners

• In Event: Poster Session 1
  In Poster Session: Research in Mathematics Teaching and Learning

Abstract

This paper uses grounded and embodied cognition (GEC) as a framework to investigate geometric reasoning about mathematical proof and related forms of reasoning, including mathematical insight and intuition. Although correlational, the findings (n=90) offer empirical support for claims, using mixed effects logistic regression, that geometry proof production is an embodied activity, as exhibited by gesture production, even when controlling for geometry knowledge, ELL status and spatial ability. Dynamic gestures are especially implicated because they allow participants to physically experience generalized properties through enactment. Geometry knowledge may be embodied, and best accessed and revealed through actions and gestures. These findings have implications for instruction, formative assessment, and the design of technology for promoting mathematical reasoning by promoting and tracking gesture production.

Authors

• Mitchell J. Nathan, University of Wisconsin - Madison

• Candace A. Walkington, Southern Methodist University

• Rebecca Vinsonhaler, University of Wisconsin - Madison

• Joseph E Michaelis, University of Wisconsin - Madison

• John McGinty, University of Wisconsin - Madison

• John Vito Binzak, University of Wisconsin - Madison

• Oh Hoon Kwon, University of Wisconsin - Madison