{"id":3211,"date":"2017-07-24T21:47:25","date_gmt":"2017-07-25T04:47:25","guid":{"rendered":"https:\/\/blogs.ubc.ca\/stem2017\/?p=3211"},"modified":"2017-07-24T21:47:25","modified_gmt":"2017-07-25T04:47:25","slug":"math-and-the-embodied-learning-classroom","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/stem2017\/2017\/07\/24\/math-and-the-embodied-learning-classroom\/","title":{"rendered":"Math and the embodied learning classroom"},"content":{"rendered":"

Winn (2003) believes that the role the environment plays in learning has been greatly underplayed in research.\u00a0 As we moved to acknowledging that constructivism was a more student active way to support learning Winn builds upon that interaction between environment and learning and states that we must \u201cin turn, [\u2026] consider [\u2026] how our physical bodies serve to externalize the activities of our physical brains in order to connect cognitive activity to the environment.\u201d (Winn, 2003) He continues with this thought process to argue and to support his theory that a more integrated approach \u201cframework that integrates three concepts, embodiment, embeddedness and adaptation.\u201d (Winn, 2003)<\/p>\n

Article two found that targeted formative qualitative feedback improves student performance on tasks.\u00a0 Roschelle, Rafanan, Bhanot, Estrella, Penuel, Nussbaum, & Claro (2010) used a cooperative learning environment as it mimics similar traits to peer tutoring and encourages two positive learning situations: positive interdependence and individual accountability.\u00a0 Using a program called TechPALS that encourages three students to work together to solve part of a problem in math using a portable tech device, instant feedback in relayed to the group about the problem as a whole and then the students continue to solve.\u00a0 Throughout the process feedback is provided real time to the teacher.\u00a0 Overall they saw \u201csmall group practice of tasks that link conceptual understanding and mathematical procedures as a genre of activity that can be further supported using technology.\u201d (Roschelle et. al, 2010)<\/p>\n

The third paper I read looked at use of gestures in math classroom and its influence on understanding.\u00a0 Novack, Congdon, Hamani-Lopez, & Goldin-Meadow (2014) conducted a study to see if students could generalize the knowledge beyond the problem that was taught.\u00a0 Novack et. al (2014) found the \u201cfirst evidence that gesture not only supports learning a task at hand, but more importantly, leads to generalization beyond the task.\u201d<\/p>\n

I chose to look at the study of mathematics for this week as it was mentioned that so much of our work has been around science and TELE\u2019s and I wanted to explore TELE\u2019s in a math environment.\u00a0 Students often struggle conceptually with Math, long division for example.\u00a0 It\u2019s hard to replicate with hands on learning due to size of numbers but I wonder if a more embodied learning approach would result in greater understanding by students.\u00a0 I am sure there is, I just need to find it, but a TELE that would allow students to interact with large numbers and divide into groupings to see how long division works if they would then be able to bring that knowledge to the algorithm?<\/p>\n

I end up with these questions:<\/p>\n