Direction, Magnitude, and Torque: Mixed Methods Analysis of Embodied Scaffolds for Transfer of Learning

• In Event: Embodied Learning in Mathematics: Gesture, Drawing, and Model Manipulation for Enhanced Learning

Abstract

Calculating vectors, a fundamental topic in mathematics, physics and engineering curricula, requires advanced cognitive skills and abstract reasoning, making it challenging for many students. Research examining the role of gestures in STEM practices emphasizes their potential as embodied scaffolds that facilitate the transfer of learning. Gestures ground understandings as embodied expressions of perceptual processes facilitating the conversion of abstract concepts into familiar referents that aid comprehension and retention. The current mixed methods research examined the impact of gestures as embodied scaffolds for determining the direction, magnitude and total torque of vectors. We discuss preliminary quantitative results and offer two case studies highlighting possible positive and negative impacts of embodied pedagogy.

Authors

• Mitchell J. Nathan, University of Wisconsin - Madison

• Michael I. Swart, University of Wisconsin - Madison

• Rosanne Lily Luu, University of Wisconsin - Madison

• Matthew M. Grondin, University of Wisconsin - Madison

• Henry McGinn Smith, North Carolina State University