MathematischeGesellschaft Embodied learning argument for “A model…not a means for this geometry, but the thing itself” (Felix Klein) |  |
Speaker:Prof. Alik Palatnik, Hebrew University Jerusalem
Organizer:Mathematisches Institut
Details:
“A model, whether constructed and observed or only vividly imagined, is for this geometry not a means to an end, but the subject itself.” (Felix Klein, 1893, p. 244). In contrast with the legacy of Felix Klein, students of three-dimensional geometry (especially of higher grades) seldom get to handle the ‘subject itself’, while we, educators, provide them mostly with flat and static substitutes. Such historical sensory deprivation may partially explain students’ generally poor conceptual understanding of this core content and alienation from the field.
This talk suggests a conceptualization of spatial geometry learning through the collaborative construction of tangible models as a form of embodied learning—an approach based on the premise that bodily experiences in interaction with the world shape our cognition. I will support this suggestion with empirical results from a design-based research study inviting middle-school students to construct and investigate voluminous objects collaboratively. I will argue that students’ realization of available 3D medium affordances, including exploration of physical models on different scales, catalyzes shifts in perceptuomotor attention leading to problem-solving insights and the refinement of geometric argumentation. Possible implications for secondary school geometry instruction conclude the talk.
This talk suggests a conceptualization of spatial geometry learning through the collaborative construction of tangible models as a form of embodied learning—an approach based on the premise that bodily experiences in interaction with the world shape our cognition. I will support this suggestion with empirical results from a design-based research study inviting middle-school students to construct and investigate voluminous objects collaboratively. I will argue that students’ realization of available 3D medium affordances, including exploration of physical models on different scales, catalyzes shifts in perceptuomotor attention leading to problem-solving insights and the refinement of geometric argumentation. Possible implications for secondary school geometry instruction conclude the talk.
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Type:Colloquium
Language:English
Category:Research
Host:Prof. Dr. Stefan Halverscheid
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Direct link to event:https://events.goettingen-campus.de/event?eventId=844680
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