Mitchell Nathan

The purpose of this project is to explore how the interaction between collaboration and multisensory experiences, referred to here as collaborative embodiment, affects students' geometric reasoning through the use of augmented reality (AR) technology. This research is significant because theories of embodiment are needed that take into account the multi-learner nature of mathematics classrooms and how learners can jointly embody mathematical ideas using different modalities. In addition, rec...

The research team will explore how directed actions-body movements that learners are instructed to formulate-and pedagogical language relate to high-school students' geometric proof production, a pre-college education topic essential for promoting advanced mathematical reasoning and future studies and work in STEM fields. The specific research aims include exploring how simulated action (i.e., students' speech and gesture production) informs students' understandings of the proof process; whe...

This training program prepared four researchers to conduct scientifically rigorous math education research.

Mathematical ideas are connected to and build upon other mathematical ideas. Understanding these connections is fundamental to having a deep conceptual understanding of mathematics. This project will build on previous IES-funded research (Does Visual Scaffolding Facilitate Students' Mathematics Learning? Evidence From Early Algebra) that focused on exploring how mathematics teachers make connections between ideas during middle school lessons in beginning algebra. The purpose of this current ...