Embodied Learning at a Distance: From Sensory-Motor Experience to Constructing and Understanding a Sine Graph

Autor/inn/en	Shvarts, Anna; van Helden, Gitte
Titel	Embodied Learning at a Distance: From Sensory-Motor Experience to Constructing and Understanding a Sine Graph
Quelle	In: Mathematical Thinking and Learning: An International Journal, 25 (2023) 4, S.409-437 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shvarts, Anna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2021.1983691
Schlagwörter	Graphs; Sensory Integration; Psychomotor Skills; Distance Education; Educational Technology; Handheld Devices; Concept Formation; Mathematical Concepts; Teaching Methods; Mathematics Instruction; Case Studies; Problem Solving; Trigonometry; Teacher Student Relationship; Blended Learning; Active Learning; Secondary School Students; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Grafische Darstellung; Sensorische Integration; Psychomotorische Aktivität; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Case study; Fallstudie; Case Study; Problemlösen; Trigonometrie; Teacher student relationships; Lehrer-Schüler-Beziehung; Aktives Lernen; Sekundarschüler; Ausland; Niederlande
Abstract	Educational technologies develop quickly. Which functions of face-to-face education can be substituted by technology for distance learning? One of the risks of online education is the lack of embodied interactions. We investigate what embodied interactive technologies might offer for teaching trigonometry when learning at a distance. In a multiple case study, we analyze the potential of embodied action-based design for fostering conceptual understanding of a sine graph. It appears that independent learning with tablet-based activities leads to acquiring new sensory-motor coordinations. Some students include these new embodied experiences into mathematical discourse and trigonometry problem solving themselves, while others still need some support from a teacher. However, distantly acquired embodied experiences can be easily recalled in a few days after learning and serve well as a substrate for further conceptualization and problem-solving. The results speak for a clear contribution that embodied design might provide for grounding conceptual understanding in distance learning. However, we expect embodied design to be particularly helpful in a blended learning format. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01