Teacher Perceptions of Inquiry-Based Learning With Origami: An Analysis of Interview Data

• In Event: Division C Section 1C: Technology, Games, and Embodied Learning in Mathematics Education

Abstract

Research shows that visuospatial skills are an important predictor of long-term achievement and attainment in Science, Technology, Engineering, and Mathematics (STEM). However, there is a lack of ecologically valid learning design that can be easily integrated into existing STEM curricula and teaching practices. Grounded in the social constructivist framework, collaborative inquiry-based learning, and multiple modalities of learning, VisMO Lessons leveraged the visuospatial tools in paper folding and designed protocols and resources to help engage students in visuospatial reasoning and use of spatial language virtually. Researchers are in the process of analyzing the interview data and here we present preliminary findings on the first research question, though our full paper will cover all research questions.

Authors

• Taryn Robertson, National University

• Yaoran Li, University of San Diego

• Perla Myers, University of San Diego

• Vitaliy Popov, University of Michigan

• David C. Geary, University of Missouri