Contribution for A. Palatnik (Leader), TWG 04: Geometry Teaching and Learning. In M. Bosch & S. Carreira (Eds.), Proceedings of the 14th annual Congress of the European Society for Research in Mathematics Education (CERME14). ERME.
ABSTRACT: A group of 5 pre-service teachers engaged in constructing and exploring a body-scale icosahedron model. Triangulating audio–video and mobile eye-tracking data, we analyzed the roles of motor actions and sensory perceptions in the emergence and propagation of geometrical insight. We present an exemplary episode where Gail multimodally expresses a valid argument for finding the icosahedron’s half-height. Another participant’s eye-tracking data revealed that his perception of Gail’s manual actions helped him interpret and then replicate non-verbal features of her argument. The study contributes to our understanding of embodied cognitive processes in authentic educational contexts, particularly the role of perception–action engagement with concrete media in collaborative mathematics tasks. Teacher awareness of these perceptuomotor micro-processes might enhance the pedagogical efficacy of integrating embodied activities into classroom geometry instruction.