Experimenting mathematical transformations with GeoGebra Dance: An embodied learning approach

Shereen, El Bedewy and David, Hornsby and Filiz, Mumcu and Szász, Réka and Zsolt, Lavicza (2025) Experimenting mathematical transformations with GeoGebra Dance: An embodied learning approach. In: 14th Congress of the European Society for Research in Mathematics Education, CERME14, 2025.02.04-2025.02.08, Bolzano.

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Abstract

This study explores the integration of embodied learning in mathematics education through the development and implementation of "GeoGebra Dance," a novel educational tool combining geometric transformations with Augmented Reality (AR) induced physical movement. Grounded in the theoretical framework of embodied cognition and body-artefact functional systems, the research investigates how the designed embodied interactions enhance students' understanding of mathematical concepts, particularly spatial abilities. A pilot intervention was conducted with sixthgrade students, employing thematic analysis of qualitative data. Findings indicate that AR induced embodied interactions improve student engagement, the Interactive Geometry environment enhances conceptual understanding, while further iterations of embodied design are needed in order to specify the effect of the embodied AR element on conceptual understanding.

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