PMID- 28217739
OWN - NLM
STAT- PubMed-not-MEDLINE
LR  - 20191120
IS  - 2365-7464 (Print)
IS  - 2365-7464 (Electronic)
IS  - 2365-7464 (Linking)
VI  - 2
IP  - 1
DP  - 2017
TI  - Grounded and embodied mathematical cognition: Promoting mathematical insight and 
      proof using action and language.
PG  - 9
LID - 10.1186/s41235-016-0040-5 [doi]
LID - 9
AB  - We develop a theory of grounded and embodied mathematical cognition (GEMC) that 
      draws on action-cognition transduction for advancing understanding of how the 
      body can support mathematical reasoning. GEMC proposes that participants' actions 
      serve as inputs capable of driving the cognition-action system toward associated 
      cognitive states. This occurs through a process of transduction that promotes 
      valuable mathematical insights by eliciting dynamic depictive gestures that enact 
      spatio-temporal properties of mathematical entities. Our focus here is on 
      pre-college geometry proof production. GEMC suggests that action alone can foster 
      insight but is insufficient for valid proof production if action is not 
      coordinated with language systems for propositionalizing general properties of 
      objects and space. GEMC guides the design of a video game-based learning 
      environment intended to promote students' mathematical insights and informal 
      proofs by eliciting dynamic gestures through in-game directed actions. GEMC 
      generates several hypotheses that contribute to theories of embodied cognition 
      and to the design of science, technology, engineering, and mathematics (STEM) 
      education interventions. Pilot study results with a prototype video game 
      tentatively support theory-based predictions regarding the role of dynamic 
      gestures for fostering insight and proof-with-insight, and for the role of action 
      coupled with language to promote proof-with-insight. But the pilot yields mixed 
      results for deriving in-game interventions intended to elicit dynamic gesture 
      production. Although our central purpose is an explication of GEMC theory and the 
      role of action-cognition transduction, the theory-based video game design reveals 
      the potential of GEMC to improve STEM education, and highlights the complex 
      challenges of connecting embodiment research to education practices and learning 
      environment design.
FAU - Nathan, Mitchell J
AU  - Nathan MJ
AUID- ORCID: 0000-0003-2058-7016
AD  - University of Wisconsin-Madison, Educational Sciences Building, 1025 West Johnson 
      Street, Madison, WI 53705 USA. ISNI: 0000 0001 2167 3675. GRID: grid.14003.36
FAU - Walkington, Candace
AU  - Walkington C
AD  - Southern Methodist University, Dallas, TX USA. ISNI: 0000 0004 1936 7929. GRID: 
      grid.263864.d
LA  - eng
PT  - Journal Article
DEP - 20170130
PL  - England
TA  - Cogn Res Princ Implic
JT  - Cognitive research: principles and implications
JID - 101697632
PMC - PMC5285420
OTO - NOTNLM
OT  - Educational Technology
OT  - Embodied cognition
OT  - Learning environments
OT  - Mathematics education
OT  - Proof and justification
OT  - Student learning
EDAT- 2017/02/22 06:00
MHDA- 2017/02/22 06:01
PMCR- 2017/01/30
CRDT- 2017/02/21 06:00
PHST- 2016/08/02 00:00 [received]
PHST- 2016/12/09 00:00 [accepted]
PHST- 2017/02/21 06:00 [entrez]
PHST- 2017/02/22 06:00 [pubmed]
PHST- 2017/02/22 06:01 [medline]
PHST- 2017/01/30 00:00 [pmc-release]
AID - 40 [pii]
AID - 10.1186/s41235-016-0040-5 [doi]
PST - ppublish
SO  - Cogn Res Princ Implic. 2017;2(1):9. doi: 10.1186/s41235-016-0040-5. Epub 2017 Jan 
      30.