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ERIC Number: EJ1177810
Record Type: Journal
Publication Date: 2018-May
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0036-6803
Body-Based Activities in Secondary Geometry: An Analysis of Learning and Viewpoint
Smith, Carmen Petrick
School Science and Mathematics, v118 n5 p179-189 May 2018
Body-based activities have the potential to support mathematics learning, but we know little about the impact they have in the classroom. This study compares high school geometry students learning through either body-based or analogous non-body-based activities over the course of a two-week unit on similarity. Pre- and post-tests revealed that while students in both conditions showed gains in content area comprehension over the course of the study, the body-based condition showed significantly greater gains. Further, there were differences in the language students used to describe the learning activities at the end of the unit that may have contributed to the differences in learning gains. The students in the body-based condition included more mathematical and nonmathematical details in their recollections. Additionally, students in the body-based condition were more likely to recall their experiences from a first-person perspective, while students in the control condition were more likely to use a third-person perspective.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A