Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Dafna Efron, Nadav Marco, Alik Palatnik
The Hebrew University of Jerusalem
⬇ Download PDFThis multiple-case exploratory study examines what mathematical ideas pre-service mathematics teachers (PSTs) discern and represent when interpreting a non-verbal, rule-governed movement system. Twenty-nine PSTs viewed Samuel Beckett’s Quad and produced textual and diagrammatic accounts of the choreography. Analysed through the lens of professional vision, the accounts reveal a variety of mathematical ideas alongside systematic gaps and representational tensions, and in some cases show PSTs extending beyond Beckett’s movement score by drawing on prior mathematical knowledge. Taken together, the findings suggest that observing embodied movement can serve as a diagnostic context for examining emerging professional vision and for informing pedagogical support in embodied mathematics teacher education.
embodied geometryprofessional visionpre-service teachersrepresentationmovement-based mathematics