Naturalistic observations: Embodied learning of fractions in elementary classrooms
Reyes Denis, Tiffany
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https://hdl.handle.net/2142/124594
Description
Title
Naturalistic observations: Embodied learning of fractions in elementary classrooms
Author(s)
Reyes Denis, Tiffany
Issue Date
2024-05-03
Director of Research (if dissertation) or Advisor (if thesis)
Perry, Michelle
Department of Study
Educational Psychology
Discipline
Educational Psychology
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
M.S.
Degree Level
Thesis
Keyword(s)
gestures
grounded cognition
embodied learning
prompts
fractions
Abstract
Previous studies have shown that students’ embodied responses – actions and gestures – can support their learning, yet little is known about how to engage students with these in the classroom. To address this, we observed the same fraction lesson, taught by 11 different teachers. We identified students’ mathematics-related embodiments and traced back to how and by whom they were prompted. We found that about two-thirds of all embodied responses were prompted by teachers. However, the type of prompt mattered: students provided richer embodied responses to higher order than to factual prompts. We also searched for these prompts during adjacent moments, to assess the probability they would lead to embodied responses while considering the same ideas. Regression analysis indicated that students were likely to engage in embodied responses when they were self-prompted, during elaborations, and after higher-order prompts. This study provides new insights about the conditions that support students’ embodied mathematical expressions.
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