PUB - Publikationen an der Universität Bielefeld

Mathematical learning processes are substantially based on concrete actions. Usually those actions exclusively involve fine motor actions using manipulatives. However, from embodied cognition theory, approaches have a broader view in this context and take the different domains use of manipulatives, gestures and body movements into account. This paper gives a brief introduction into the concept of embodiment in mathematics education and outline taxonomies of embodied learning. On this theoretical background an exploratory study with 19 German first grade students, which intends to foster children’s mathematical learning by whole-body movements, is presented. Repeating pattern competencies were chosen as the relevant content domain to focus on. In this pilot study, three different movement games dealing with a variety of activities concerning repeating patterns were developed and implemented during seven teaching units. Children’s learning progress was evaluated using a pre- and post-test design. The findings of the study indicate a positive development of children’s patterning competencies, particularly concerning extending repeating patterns and identifying the unit of repeat in a given pattern.