Abstract
ABSTRACT We describe how an instructor integrated embodiment to teach the Fundamental Homomorphism Theorem (FHT) and preliminary concepts in an undergraduate abstract algebra course. The instructor’s use of embodiment reduced levels of abstraction for formal definitions, theorems, and proofs. The instructor’s simultaneous use of various forms of embodiment primed students for the formalism and symbolism, highlighted and disambiguated students’ referents, amplified students’ contributions to develop conceptual fluency, and linked students’ body form catchments to motivate the FHT. Our results offer practical implications for teaching by illustrating examples of how embodiment can assist in making abstract concepts concrete.
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