Embodiment as a Rosetta Stone: Collective Conjecturing in a Multilingual Classroom Using a Motion Capture Geometry Game [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (42nd, Mexico, 2020).

Autor/inn/en	Swart, Michael I.; Schenck, Kelsey E.; Xia, Fangli; Kim, Doy; Kwon, Oh Hoon; Nathan, Mitchell J.; Walkington, Candace
Titel	Embodiment as a Rosetta Stone: Collective Conjecturing in a Multilingual Classroom Using a Motion Capture Geometry Game [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (42nd, Mexico, 2020).
Quelle	(2020), (9 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Swart, Michael I.) ORCID (Schenck, Kelsey E.) ORCID (Kim, Doy) ORCID (Nathan, Mitchell J.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Geometry; Mathematics Instruction; Thinking Skills; Validity; Mathematical Logic; Video Games; Limited English Speaking; High School Students; Teaching Methods; Cooperative Learning; Databases; Concept Formation; Peer Relationship; Mathematical Concepts; Disadvantaged Schools; Spatial Ability; Motor Reactions; Multilingualism; Nonverbal Communication; Psychomotor Skills + Suchen Sie Ihr Suchwort? Geometrie; Mathematics lessons; Mathematikunterricht; Denkfähigkeit; Gültigkeit; Mathematical logics; Mathematische Logik; Video game; Videospiel; Videospiele; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Datenbank; Concept learning; Begriffsbildung; Peer-Beziehungen; Räumliches Vorstellungsvermögen; Mehrsprachigkeit; Multilingualismus; Non-verbal communication; Nonverbale Kommunikation; Psychomotorische Aktivität
Abstract	The Hidden Village (THV) is a motion-capture video game for investigating how physical movements foster mathematical thinking and proof practices based on principles of embodied cognition. Analysis of the interactions of students in an all-Limited English Proficiency Title 1 high school geometry classroom revealed ways simulated enactment and collaborative gestural co-construction of mathematical ideas can bridge language barriers. These informed a redesign of THV to support both individual and collaborative play, as well as a collection of authoring tools for players to create their own content and upload it to an online database shared by users worldwide. Players, teachers and learners can implement custom directed movements that could foster deeper mathematical understanding and engagement for them and their peers. [This chapter was published in: "Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education," edited by A. I. Sacristán et al., Cinvestav/AMIUTEM/PME-NA, 2020, pp. 2243-2251.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01