PME-NA

Embodiment in the “Math in a Cultural Context” Curriculum: Artifact Analysis

• In Event: Culture in Curriculum

Description

Embodied cognition has a crucial role in the learning process of mathematics. However, embodiment is usually studied through students’ experiences. Thus, this study explores the role of embodiment in a curricular piece. In this curricular artifact analysis, we analyzed four activities for Grades 1-2 from one teacher module of a culturally based curriculum, ‘Mathematics in a Cultural Context (MCC),’ from the lens of embodiment to understand the different types of embodiment mechanisms present in the selected curricular activities and their role in mathematical learning. The findings indicated that the embodiment mechanisms present across various activities were using body parts (and the human body) for counting, hand gestures, clapping, tapping, and drumming in four mathematical ideas. Also, we examined the role of embodiment for students’ mathematical learning in this culturally driven curriculum.

Authors

• Jaai Uday Phatak, Boston College

• Lillie R. Albert, Boston College