International Group for the Psychology of Mathematics Education (PME)

Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1

Sensing and Making Sense of Deformations: Embodied Pathways to Advanced Mathematical Thinking and Early Teacher Identity

Annamaria Miranda

University of Salerno

49th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2026Helsinki27 July 2026 - 1 August 2026pp. 1027–1034ISSN 2790-36482026Scopus conference code 336559
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Abstract

This study examines how undergraduate mathematics students developed advanced mathematical thinking and early teacher identity through embodied exploration of topological deformations. Students progressed through pre-rigorous, rigorous, and post-rigorous phases while designing teaching resources. Analysis through noticing and agency frameworks reveals how pedagogical awareness emerges when abstract mathematics is approached through embodied, multi-modal pathways. Findings show that mathematical noticing becomes pedagogical noticing when students exercise design agency, offering new perspectives on addressing Klein's second discontinuity through epistemological rather than content-based connections.

Keywords

Embodied mathematical thinkingtopological deformationsnoticingagencyearly teacher identity.

Recommended citation

Miranda, A. (2026). Sensing and Making Sense of Deformations: Embodied Pathways to Advanced Mathematical Thinking and Early Teacher Identity. In Krzywacki H., Hähkiöniemi M., Haataja E., Hannula M.S., Hästö P. (Eds.), Proceedings of the International Group for the Psychology of Mathematics Education, Volume 1 (pp. 1027–1034). Psychology of Mathematics Education (PME). ISSN 2790-3648.
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