Embodied approaches to functional thinking using digital technology: A bibliometrics-guided review

Abstract

Digital technology offers many opportunities for embodied approaches to mathematics education. To investigate what is known from literature about such approaches for the case of Functional Thinking, we carried out a systematic literature review, followed by a bibliometric and an expert content analysis. We included 36 peer-reviewed articles from 1986 to 2020 in the study. As a result, we identified five research themes in the field, which are further merged into three categories labelled Embodiment not central, Pseudo embodiment and Embodiment.