Grounded and embodied mathematical cognition: Promoting mathematical insight and proof using action and language.

Area of Science:

• Cognitive Science
• Educational Psychology
• Embodied Cognition

Background:

• Mathematical reasoning is often viewed abstractly, detached from physical experience.
• Embodied cognition theories suggest that physical actions and sensory experiences play a crucial role in cognitive processes.
• Existing educational approaches may not fully leverage the body's potential to support mathematical understanding, particularly in geometry.

Purpose of the Study:

• To develop and explicate a theory of grounded and embodied mathematical cognition (GEMC).
• To investigate how action-cognition transduction can enhance mathematical reasoning, specifically in geometry proof production.
• To guide the design of a video game-based learning environment for STEM education.

Main Methods:

• Development of the GEMC theory, focusing on action-cognition transduction.
• Design of a prototype video game to elicit dynamic gestures through in-game actions.
• Pilot study to test theory-based predictions regarding gestures, insight, and proof production.

Main Results:

• Pilot study results tentatively support the role of dynamic gestures in fostering mathematical insight and proof-with-insight.
• Action coupled with language showed potential for promoting proof-with-insight.
• Interventions within the game to elicit dynamic gestures yielded mixed results.

Conclusions:

• GEMC theory offers a framework for understanding how embodiment supports mathematical cognition.
• Dynamic gestures elicited by actions can facilitate mathematical insight.
• Integrating action and language is important for valid proof production, but designing effective embodied interventions presents challenges.