Embodied Statistical Reasoning: Using the Body to Make Sense of Statistical Concepts (Stage 2, 9:59 AM)

• In Event: e-Lightning Ed-Talk Session 11 - Stage 2

Abstract

This study uses an embodied learning framework to advocate for pedagogies that are sensitive to students’ informal, bodily ways of knowing. This multi-case study explores how students use their bodies to make sense of statistical concepts. Twenty-four undergraduate students participated in semi-structured interviews and were asked conceptual questions about central tendency, variability, and regression. We used inductive and deductive coding of gestures and accompanying speech to analyze students’ embodiment of these concepts. Results indicated patterns of gestures (and underlying body-based metaphors) were used to describe each statistical concept. We also found connections between students embodiment of concepts and graph and students’ statistical thinking. The implications for designing embodied pedagogies in statistics education are discussed.

Authors

• Tiffany Reyes-Denis, University of Illinois at Urbana-Champaign

• Sourabh Garg, University of Illinois at Urbana-Champaign

• Logan Hillary Lauren, University of Illinois at Urbana-Champaign

• Junior Bennett, Purdue University

• Shereen Oca Beilstein, University of Illinois System

• Jason W Morphew, Purdue University

• Michelle Perry, University of Illinois Urbana–Champaign

• Robb Lindgren, University of Illinois at Urbana-Champaign

• Karle Flanagan, University of Illinois at Urbana-Champaign