Part 1: Reading
In this week's reading, two key points stand out to me. The
first is the acknowledgment of the interconnectedness of physical movement,
interaction, and mathematical learning. The article highlights the significance
of opportunities for physical movement and expression in shaping how we think,
learn, and communicate about mathematics. The notion that mathematical thinking
cannot be separated from the settings in which it occurs resonates with me,
emphasizing the dynamic relationship between the body, the environment, and
mathematical activities.
The second remarkable 'stop' is the theoretical framing of
the study, which brings together perspectives on the social production of
learning spaces and embodied interaction. Theoretical frameworks often serve as
guiding lenses, and in this case, combining ideas about the social spaces of
learning with the importance of embodied action in mathematics education
creates a rich foundation for understanding how whole-body collaboration can
influence the spatiality of learning environments.
The research method involves pictures of learners
participating in whole-body, multi-party activities, specifically focusing on walking
scale number lines (WSNL) and whole and half (W + H). To illustrate, the WSNL
participants incorporate classroom-based practices, using arithmetic
computations on the gymnasium number line. In contrast, W + H participants
perceive the activity as a departure from traditional methods, emphasizing the
enjoyment of the embodied experience. This divergence prompts questions about
the potential of transforming school mathematics through body-based design.
Now, I find myself pondering how these theoretical considerations translate into practice.
1) How can educators integrate whole-body, multi-party activities to enhance mathematical learning experiences?
2) How do students perceive and engage with these activities?
3) How might students' understanding of mathematical concepts evolve through embodied interaction?
Hi Tony!
ReplyDeleteYour post this week got me thinking about some really interesting stuff! I like how you talked about how moving around and interacting physically can affect the way we learn math. It makes sense that math isn't just about numbers but also about how our bodies and surroundings play a role in learning it.
The part where you discuss the theory behind the study is very interesting as well. Bringing together ideas about learning spaces and physical interaction gives us a good way to understand how working together with our whole bodies can change how we learn math.
The pictures of students doing activities like walking scale number lines, is a practical way to show what you mean. It's great to see how these activities in the gym or classroom can be different but still help us learn math in a fun way.
Your questions about how teachers can use these activities to make math learning better, how students feel about them, and how it changes the way they understand math are spot-on. It's important to figure out how these ideas can actually be used in real classrooms.
I can't wait ti see your activity soon!
Thank you for sharing the article with us this week, Tony!
ReplyDeleteA lot of the literature in the course so far, and the program, has focused on bringing more dimensions to how our students experience math. Spatial is one that I'm still working to integrate, so I really appreciated the inspiration as to the kind of lessons that add multidimensionality to mathematics. I found it interesting how students explicitly acknowledged and enjoyed how the lesson departed from how they traditionally thought about math class. I've been reading articles about math anxiety for the final assignment, and part of mitigating it seems to be departing from traditional expectations about math pedagogy. You've enlightened us as to another great method to achieve this!