Beyond Verbal: A Methodological Approach for Capturing Embodied Student Participation in Mathematics Classrooms

• In Event: Embodied Participation: Creative Entries of Teacher Education

Abstract

A growing body of research highlights how embodied participation is a key facet of mathematics teaching and learning. This manuscript describes the collaborative (re)development of a practical measure to capture embodied participation in mathematics classrooms with four elementary school teachers – working with students at the intersections of multiply marginalized identities, students of color, emergent bilinguals, and students with disabilities – who informed the measure design and ensured that the data were actionable in their contexts. This paper contributes to existing research on classroom measures by highlighting the value of attending to embodied learning through multiple modalities and representations of student participation. We further highlight how such a measure provides practical insights into participation that extend beyond verbal-only measures.

Authors

• Hakeoung Hannah Lee, University of Virginia

• Cathery Yeh, University of Texas at Austin

• Daniel Reinholz, San Diego State University