Connecting Mathematical Processes and Conceptual Body Movement. Embodied Learning in Early Mathematics. [Symposium]
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| Title: | Connecting Mathematical Processes and Conceptual Body Movement. Embodied Learning in Early Mathematics. [Symposium] |
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| Language: | English |
| Authors: | Cartwright, Katherin, Way, Jennifer, Mathematics Education Research Group of Australasia (MERGA) |
| Source: | Mathematics Education Research Group of Australasia. 2023. |
| Availability: | Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ |
| Peer Reviewed: | N |
| Page Count: | 5 |
| Publication Date: | 2023 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Early Childhood Education Preschool Education Elementary Education |
| Descriptors: | Human Body, Motion, Mathematics Education, Mathematical Concepts, Numbers, Geometric Concepts, Class Activities, Mathematics Instruction, Early Childhood Education |
| Abstract: | Conceptual body movement in education is an external representation mode that research suggests can support children's learning about mathematical phenomena. Children's learning and understanding of mathematical concepts and processes, such as number structure and relationships, number sequencing, position, or geometric properties, may be supported by experiences using their own body movements. The aim of this paper is to share classroom activities trialled within the Embodied Learning in Early Mathematics and Science project in 7 classrooms focusing on conceptual body movements. The results share what was trialled, and what was observed in relation to children's learning of mathematical processes. Findings revealed that body movement is a helpful mode through which young children can learn and communicate mathematical understanding. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | ED631583 |
| Database: | ERIC |
| Abstract: | Conceptual body movement in education is an external representation mode that research suggests can support children's learning about mathematical phenomena. Children's learning and understanding of mathematical concepts and processes, such as number structure and relationships, number sequencing, position, or geometric properties, may be supported by experiences using their own body movements. The aim of this paper is to share classroom activities trialled within the Embodied Learning in Early Mathematics and Science project in 7 classrooms focusing on conceptual body movements. The results share what was trialled, and what was observed in relation to children's learning of mathematical processes. Findings revealed that body movement is a helpful mode through which young children can learn and communicate mathematical understanding. |
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