ZDM Mathematics Education, 52(7), 1307-1331. https://doi.org/10.1007/
ABSTRACT: As technologies that put the body at the center of mathematics learning enter formal and informal learning spaces, we still know little about the teaching methods educators can use to support students’ learning with these specialized systems. Drawing on ethnomethodological conversation analysis, we present three multimodal ways that educators can be responsive to learners’ embodied ideas and help them transform sensorimotor patterns into mathematically significant perceptions. These techniques include (1) encouraging learners to use gesture to express and reflect on their ideas, (2) presenting multimodal candidate understandings to check comprehension of learners’ embodied ideas, and (3) co-constructing multimodally expressed embodied ideas with learners. We demonstrate how these techniques create opportunities for learning and discuss implications for a multimodal, embodied practice of responsive teaching.