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Pre-service teachers' embodied experiences of task design for spatial reasoning: a sensory ethnographic approach

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  • SSHRC IG awarded 2023: Mathematics is typically conceived as a cerebral, solitary activity. Tasks are ubiquitous in the mathematics classroom. From traditional textbook questions and worksheets to collaborative, inquiry­based problems, tasks are the stage on which mathematical knowing and doing play out. Moreover, their careful selection and adaptation should be an integral part of mathematics teacher education. Drawing on research in cognitive science and psychology, recent scholarship has emerged around the idea of embodied task design, or the design of learning experiences that provide affordances for the body as a cognitive resource in learning mathematics. I propose to use the frameworks of enactivism, which is a theory of embodied cognition, and sensory ethnography to describe and interpret how pre­service teachers experience their bodies (e.g., through sensation, perception, movement, etc.) when they explore and design tasks for the K to 12 math classroom.

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    Research Material
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    ©️Markle, Joshua. All rights reserved other than by permission. This document embargoed to those without UAlberta CCID until 2028.