This paper describes a series of interaction design sketches we created to supplement mathematics curricula. These sketches were deployed in a variety of secondary school math classrooms in the San Francisco Bay Area. The activities purposefully use visualization and embodiment to engage students with the math concepts of geometric transformations and symmetrical patterning. These experiments exemplify how applying embodiment and visualization to traditionally impersonal and abstract subjects like math can make the learning experience more fun and active for students and offer new pedagogical strategies for teachers.
This paper describes a digital learning tool that engages math teachers and students with geometry through physical movement, tangible controls, and computer visualization. It was developed through iterative prototype testing in actual grade 6-10 math classes. Students actively create geometries using their own movements which are captured by a simple web camera. A tangible interface allows them to transform the captured images and create complex patterns through mathematical relationships. We evaluated the collaborative and kinesthetic participation promoted by the tool and the way teachers and students reacted to using it. Pattern Poses was deployed at a learning workshop with a group of 35 students of grade 5 and grade 8 and their parents in the San Francisco Bay Area.
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