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69.045 - On the Interaction Between Embodied and Symbolic Mathematics Knowledge: Implications for Instruction
Mon, May 1, 12:25 to 1:55pm, Grand Hyatt San Antonio, Floor: Fourth Floor, Republic CSession Type: Symposium
Abstract
The four papers in this symposium will explore the interaction between embodied and formal (symbolic) knowledge in mathematics learning. Each paper explores this interaction in a different domain of mathematics, including fractions, integer understanding, and calculus. Taken together, the papers help to move us beyond dated debates such as whether embodied or formal knowledge should come first in instruction. Instead, the papers demonstrate that even advanced mathematics involved embodied grounding of concepts, but that these groundings can evolve as students learn and understand symbolic representations.
Sub Unit
Chair
Papers
The Influence of Gesture on Undergraduates' Responses to Questions About Infinite Divisibility - Andrea Marquardt Donovan, University of Wisconsin; Sarah Brown, University of Wisconsin - Madison; Martha W. Alibali, University of Wisconsin - Madison
The Interaction Between Embodied and Symbolic Knowledge in Learning Calculus - Yanning Yu, Northwestern University; David Henry Uttal, Northwestern University
Constraints on Embodiment: Iconicity May Damage Sensorimotor Grounding - Dana Melinda Rosen, University of California - Berkeley; Alik Palatnik, Technion Israel Institute of Technology; Dor Abrahamson, University of California - Berkeley
Getting a Feel for Fractions: Moving From Perceptually Privileged Representations to Formal Symbols - Percival Grant Matthews, University of Wisconsin - Madison