K-12 pre-service teachers (PSTs, n=16) participated in a collaborative online teacher professional development program aimed at increasing their noticing and beliefs about embodied mathematical reasoning. Before and after the intervention, PSTs assessed the quality of students’ geometric reasoning as portrayed in videos of student speech and gestures, and completed a validated survey regarding teachers’ attitudes about gesture for learning and instruction. PSTs then participated in the collaborative embodied professional learning experiences, which included playing and then designing content for a motion-capture video game for improving students’ geometric reasoning and proof production through embodied interactions. Results from multimodal discourse analysis of video-prompted interviews with PSTs, epistemic network analysis, and the surveys reveal significant improvements in PSTs’ noticing, interpreting, and appreciating of embodied forms of mathematical ways of knowing, and improved attitudes about the role of gestures in learning and teaching. Implications are offered for developing teachers’ noticing skills and formative assessment practices that include students’ nonverbal ways of expressing mathematical reasoning, and for exploring embodied design activities to influence teachers’ attitudes and beliefs about the embodied nature of student thinking and learning.
This study investigates how individuals collaborativelyconstructed shared knowledge during a group activity. The dataset was collected from group activities for pre-service teachers in professional development. Participants designed body poses and action sequences that could help their students’ mathematical conceptualization. Using k-means clustering and Principal component analysis, patterns of individuals’ contributions based on their verbal and gesturalbehavior identified two groups of individuals: (1) Those who contributed to the discussion by speaking and gesturing frequently (~ 25% of the participants), and (2) those who mostly listened and focused on design ideas presented by others. Furthermore, epistemic network analysis corroborated significant differences in discourse patterns between the clusters, the results of which have significant implications for collaborative embodied learning and application for teacher education and professional development.
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