Embodied learning in a virtual mathematics classroom: an example lesson

Abstract

Embodied cognition theory underscores the importance of the interactions among the mind, body and environment, and instructors can make use of these connections to support learning through body-based learning activities. However, synchronous online learning presents challenges to this type of embodied pedagogy, as learning through physical actions is conspicuously absent. Over the course of a semester, I experimented with methods for engaging students in body-based learning during remote instruction. In this Classroom Note, I present an example of a lesson taught synchronously online, describe the technology used, and describe the opportunities for embodied reasoning during each activity.