Embodied Professional Development

The PD focuses on geometry content, where the central activity, the Embodied Icosahedron, involves teacher groups in collaborative learning-by-building of a body-scale geometrical structure, an activity developed within the embodied design research framework.

TeleTangibles

The project’s vision is to inclusively bring hands-on, embodied learning into the current educational landscape through the launch of a new genre of STEM resources that the team calls TeleTangible a set of flexible.

Students Tracking Angular Rotation Recorder (STARR)

STARR engages learners in a culturally situated mathematical activity involving two participants in a constructed planetarium.

EDaMMLA International Workshop

This international workshop brings together Embodied Design and Multimodal Learning Analytics.

Geometry Resources in Dance (GRiD)

GRiD is a gridded floor mat designed to bridge the discourse of mathematics and dance.

MOVES-Number Line

Students solve basic addition and subtraction problems on a body-scale walking NL.

EDRL Graduate Theses

EDRL PhD Dissertations

Advancing Relational Vocabulary in AAC: Leveraging Joint-Action and Interaction for Language Learning

Advancing Relational Vocabulary in AAC: Leveraging Joint-Action and Interaction for Language Learning

Brittney Cooper

Sensory differentiation for equitable inclusion: Designing for balance as the nexus of sensory regulation and embodied mathematics learning

Sensory differentiation for equitable inclusion: Designing for balance as the nexus of sensory regulation and embodied mathematics learning

Sofia M. Tancredi

Being Non-Speaking in a Speaking World: Surfacing the Improvisations of Autistic Individuals

Being Non-Speaking in a Speaking World: Surfacing the Improvisations of Autistic Individuals

Rachel, R. S. Y.

Undergraduate students’ definitional practices in mathematics

Undergraduate students’ definitional practices in mathematics

Farid, A.

Design and Theory of Diverse Forms of Participation in Mathematics Through Geometris, a Collaborative, Body-Scale Game

Rosenbaum, L. F.

Roting Teachers: Constructivist Math Pedagogy and the Development of Non-Teaching Experts in Teaching in the United States, 1820-1910

Roting Teachers: Constructivist Math Pedagogy and the Development of Non-Teaching Experts in Teaching in the United States, 1820-1910

Schneider, A. D.

Gesture as a dialogic resource in STEM instructional interaction

Gesture as a dialogic resource in STEM instructional interaction

Flood, V.J.

From instrumental genesis to digital exodus: Supporting urban elementary teachers through technology-mediated systemic reform

From instrumental genesis to digital exodus: Supporting urban elementary teachers through technology-mediated systemic reform

Guneratne, E.K.

Signs of power: A critical approach to the study of mathematics cognition and instruction

Signs of power: A critical approach to the study of mathematics cognition and instruction

Gutiérrez, J.F.

Fostering embodied coherence: A study of the relationship between learners’ physical actions and mathematical cognition

Fostering embodied coherence: A study of the relationship between learners’ physical actions and mathematical cognition

Charoenying, T.

Building algebra one giant step at a time: Toward a reverse-scaffolding pedagogical approach for fostering subjective transparency through engineering levels of interaction with a technological learning environment

Building algebra one giant step at a time: Toward a reverse-scaffolding pedagogical approach for fostering subjective transparency through engineering levels of interaction with a technological learning environment

Chase, K.N.P.

Body of knowledge: Practicing mathematics in instrumented fields of promoted action

Body of knowledge: Practicing mathematics in instrumented fields of promoted action

Trninic, D.

A virtual water cooler: The ecology of an online community of practice to support teachers’ informal learning

A virtual water cooler: The ecology of an online community of practice to support teachers’ informal learning

Siu, Y.

Second chance in first life: Fostering mathematical and computational agency among at-risk youth

Second chance in first life: Fostering mathematical and computational agency among at-risk youth

Harrell, S.V.

EDRL MA Theses

A feeling of knowing: Towards an embodied contemplative pedagogy for learning.

A feeling of knowing: Towards an embodied contemplative pedagogy for learning.

Pleaner, E.

Mathematics learning as perceptual reconstruction: the role of semiotic breakdown in collaborative problem solving

Mathematics learning as perceptual reconstruction: the role of semiotic breakdown in collaborative problem solving

Dutton, E.

Learning mathematics by reconciling complementary perceptual constructions of a common display: The case of an innovative design for complex numbers

Learning mathematics by reconciling complementary perceptual constructions of a common display: The case of an innovative design for complex numbers

Shadmehr, M.

Open mathematical problems in the classroom: A teacher’s guide

Open mathematical problems in the classroom: A teacher’s guide

Smrekar, E.

Lost in translation: algebra tiles and equations—an interview-based critical evaluation of a would-be instructional support

Lost in translation: algebra tiles and equations—an interview-based critical evaluation of a would-be instructional support

Kavanaugh, H.

I see what you mean: A dimensionalization of multimodal revoicing interactions

I see what you mean: A dimensionalization of multimodal revoicing interactions

Heid, M.

Toward didactical contracts for mathematics learning with digital media: coordinating pedagogical design and classroom practices.

Toward didactical contracts for mathematics learning with digital media: coordinating pedagogical design and classroom practices.

Negrete, A.G.

Negotiating mathematical visualizations in classroom group work: The case of a digital design for proportion

Negotiating mathematical visualizations in classroom group work: The case of a digital design for proportion

Lee, R.G.

Learning to learn: Contextual factors in study-skills intervention

Learning to learn: Contextual factors in study-skills intervention

Brown A.

So what if I’m a girl?: Changing the female attitude towards mathematics through interpretive discussion.

So what if I’m a girl?: Changing the female attitude towards mathematics through interpretive discussion.

Alvarez, J.

Believing is seeing: Tradeoffs of modeling-based mathematical learning

Believing is seeing: Tradeoffs of modeling-based mathematical learning

Benjamin. R.

Not too slippery a slope: Fostering student grounding of the mathematics of slope in perceptions of steepness

Not too slippery a slope: Fostering student grounding of the mathematics of slope in perceptions of steepness

Thacker, I.

Math moves: A lesson in embodied functions

Math moves: A lesson in embodied functions

Blessing. B.

$Toward fostering understanding for the meaning of fraction multiplication$

Toward fostering understanding for the meaning of fraction multiplication

Tang, B.

The double-edged sword of constructivist designs

The double-edged sword of constructivist designs

Mauks–Koepke, K.