Preservice Teachers’ Embodied Experiences of Mathematics Task Exploration and Design

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Abstract

This paper reports on a pilot study of pre-service teachers’ (PST) embodied experiences of exploring and designing tasks for the primary mathematics classroom. Specifically, I describe and interpret their experiences in the context of embodied task design, which involves the design of learning experiences that provide affordances for the body as a cognitive resource in learning mathematics. Using enactivism and sensory ethnography as theoretical and methodological frames, respectively, I analyze transcripts and video to show how participants use their bodies (e.g., through sensation, perception, movement, etc.) when engaging in mathematical activity and characterize the types of bodily affordances made available through a digitally-mediated task.

Author

• Josh Markle, University of Alberta