This study interrogates the contributions of multi-party, whole-body interactions to students' collaboration and negotiation of mathematics ideas in a task setting called walking scale geometry, where bodies in interaction became complex resources for students' emerging goals in problem solving. Whole bodies took up overlapping roles representing geometric objects, contributing to the communication and negotiation of problem-solving strategies and engaging as mathematical instruments for representation.
ASJC Scopus subject areas
- Experimental and Cognitive Psychology
- Developmental and Educational Psychology