Action-Based Embodied Design for Proportions: From the Laboratory to the Classroom

Embodied learning technologies have shown efficacy in laboratories with ideal supportive conditions, but their effectiveness in classroom with “real-world” constraints is yet understudied. Inspired by the innovation implementation framework, we compare the classroom-situated engagements of two student pairs and their teachers with the action...

Multimodal Dialogue in Small-Group Mathematics Learning

In this paper, we combine dialogic and embodied theories of learning to create a unified analytic lens. Embodied cognition is a theoretical approach operating under the premise that thinking and communication are multimodal activities. Under this premise, dialogue between learners needs to be conceptualized using a multimodal lens. We identify...