Karen in motion: The role of physical enactment in developing an understanding of distance,time, and speed |
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| Institution: | 1. Civil and Environmental Engineering Department, New Jersey Institute of Technology, Newark, NJ 07102, United States;2. Civil and Urban Engineering Department, NYU Polytechnic School of Engineering, Six Metrotech Center Brooklyn, NY 11201, United States;3. NYU Polytechnic School of Engineering, United States;1. Human-Centric Design Research Lab, Department of Mechanical Engineering, Texas Tech University, Lubbock, TX 79409, USA;2. Department of Mechanical and Manufacturing Engineering, Miami University, Oxford, OH 45056, USA |
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| Abstract: | The role of direct kinesthetic experience in mathematics education remains relatively unexamined. What role can physical enactment play in mathematics learning? What, if any, implications does it carry for classroom teaching? In this article I explore the role that a third grader's kinesthetic experience plays in supporting her learning of the mathematics of motion, a content area typically for older students. Based on analyses of two individual interviews and classroom participation, I argue that Karen's ability to use physical enactment to inhabit motion trips, along with a thoughtfully emergent curriculum design, created a learning environment that enabled Karen to develop a deep, conceptual understanding of distance, time, and speed. |
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