Embodiment, Mathematization, and Mechanistic Reasoning: Characterizing an After-School Engineering Program

• In Event: 63.086 - Sheraton Roundtable 11 - Osgoode Ballroom
  In Roundtable Session: 63.086-1 - Division C Section 1e Roundtable 3

Abstract

Although simple mechanisms are commonplace, reasoning about their workings is challenging. To foster mechanistic reasoning, third-graders were engaged in the design of kinetic toys composed of systems of levers within an after-school engineering program. To make the operations of these systems salient, students participated in embodied activities highlighting properties of these mechanisms. Students re-described and inscribed these embodied experiences as mathematical systems. A case study of one student was conducted that traced how embodiment and mathematization supported mechanistic reasoning within an engineering curriculum. In addition, using pre- and post-assessments, all students showed that the after-school engineering program supported students to mathematize the physical systems, constructing blueprints that highlighted mechanism and structure, and showing greater mechanistic reasoning than a comparison group.

Authors

• Paul Jason Weinberg, Oakland University

• Erika K. Sorensen, Avondale School District