Using Embodiment to Reason About Geometry in an Integrated Computational Thinking and Mathematics Activity

Abstract

This work uses grounded and embodied cognition (GEC) perspectives to explore how young learners reason through computational thinking (CT) concepts and geometric angles in integrated mathematics and CT-enhanced robotics activities.Findings from video data reveal that different modalities (e.g., Sphero robot, Sphero.eduapp, tape, a triangle path) enabled learners to reason through geometry.We highlight the importance of examining the complex contexts in which young learners learn and apply CT and mathematical knowledge.We show that embodied gestures can advance our understanding of young learners' reasoning about geometry, particularly in robotics activities requiring spatial reasoning abilities for navigation.Analyses support claims that geometry and spatial thinking skills in integrated mathematics, CT and, robotics environments for young learners can be expressed through embodied gestures.These findings have implications for instructional practices and the design of educational technologies and activities to support students' embodiment of concepts in ways that can support learning.