Embodied design

Manipulatives allow students to explore mathematical concepts by working with physical objects, linking their discoveries to abstractions.

Although manipulatives are primarily used to illustrate modern elementary mathematics, educators use objects to represent abstract topics taught in high school, college and beyond.

[7] A function of embodied design is to expand the use of manipulatives to foster the understanding of undergraduate abstract mathematics.

One disadvantage of manipulatives is that students struggle to connect the physical activity to mathematical symbols and notation.

Although manipulatives allow students to develop a deeper understanding of a concept, they need support to transfer that knowledge to algebraic representations.

[8] Although an influential theory in the field of instructional design, cognitive load theory, recommends designs involving lower levels of interactivity in order to save up cognitive resources for learning, the benefits of embodied interactions are evident.

In this model, embodied interactions are conducive to learning if the cognitive costs (such as motor coordination) are outweighed by their benefits (such as multimodal processing).

[4] Another application of embodied design in mathematics education is its effect on problem solving and the development of critical-thinking skills.

When a student has mathematics in mind while creating a unique piece, they are engaged in mental and physical learning.

Cell phones, pads and computers provide mathematically-enhanced models everywhere, exploring everyday experiences and the curriculum in more-abstract ways.

Statue of the Thinker, a nude seated man, against a blue sky
"What makes my Thinker think is that he thinks not only with his brain, with his knitted brow, his distended nostrils and compressed lips, but with every muscle of his arms, back and legs, with his clenched fists and gripping toes." - Auguste Rodin, sculptor of The Thinker [ citation needed ]