Theory and practice of designing embodied mathematics learning: Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1

Abstract

Different approaches to embodied learning—conceptual learning of curricular content grounded in a new capacity for enacting forms of purposeful physical movement in interaction with the environment—have become increasingly central to mathematics-education research. This research forum provides participants with an up-to-date overview of diverse and complementary theoretical perspectives on embodied learning, principles derived from these perspectives governing the design of environments for learning various mathematical content, and demonstrations thereof. We speculate on promising directions for future embodied design research.