Unpacking Mathematical Play within Makerspaces using Embodied Cognition

Abstract

This work discuss insights into mathematical play developed among a group of youth engaged in a making activity using an embodied cognition perspective. Findings from GoPro video data reveal that different modalities (e.g., iPad app - Blockly, Dash robot, tape, physical path) within the activity enabled youth to consider and reconsider different approaches using their gestures before making up their mind. In conclusion, we emphasized that the examination of complex contexts in which participants learn and enact mathematical play requires attending to the embodied nature of failure and feedback.