The Effect of DGS Access on Embodied Geometric Reasoning: An Experiment (Poster 25)

• In Event: AERA Poster Session Wednesday 12:40 p.m.
  In Poster Session: STEM and Digital Tools in Education

Abstract

Dynamic Geometry Simulations (DGSs) are interactive environments that allow users to physically interact with digital objects by manipulating them and receiving immediate visual feedback. The current study investigated how access to a touch-based DGS impacted embodied geometric reasoning. The results showed no evidence that DGS access affected verbal insight and transformational proof production. However, DGS access reduced representational gesture production, which has been shown to predict verbal insight and transformational proof while increasing pointing gestures. This highlights how DGS can externalize students’ spatial thinking and allow them to explore their geometric reasoning.

Authors

• Doy Kim, University of Wisconsin - Madison

• Kelsey E. Schenck, Southern Methodist University

• Fangli Xia, University of Wisconsin - Madison

• Michael I. Swart, University of Wisconsin - Madison

• Candace A. Walkington, Southern Methodist University

• Mitchell J. Nathan, University of Wisconsin - Madison