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From Noel Enyedy, Joshua Danish & David DeLiema. Students explore forces using augmented reality arrows. 

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Forces and friction in augmented reality

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Forces and friction in augmented reality

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From Folashadé Solomon, Dionne Champion, Mariah Steele & Tracey Wright

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link: https://www.tandfonline.com/doi/full/10.1080/10508406.2021.2023543

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Art Glenberg's method as described in Wall et al., 2021

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Reading comprehension with object manipulation 

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Reading comprehension with object manipulation 

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Link: https://par.nsf.gov/servlets/purl/10252405

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Research suggests that movement enhances learning by:
- supporting children's ability to regulate bodily and cognitive resources to support attention
- grounding concepts through a medium our mind was evolved to navigate
- making their thinking visible to their teacher and peers
- including neurodivergent children with high movement needs

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Does the movement relate to the concept? Movement serves learning best when the movement is relevant to the concept itself (for example, making an angle with arms rather than walking between stations).
Can you incorporate the foundational senses of balance, body-in-space, and touch? These have the biggest impact on regulation.
Can peers engage in the movement together? Are they able to dialogue and collaborate using both their bodies and words?

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from Elizabeth Dutton: using walking rates to explore slope

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Link: https://edrl.berkeley.edu/wp-content/uploads/2020/12/Abrahamson.Dutton.Bakker.in-press.TowardsEnactivistMathematicsPedagogy.chptr_.Routledge-Dor-ABRAHAMSON.pdf

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from Hortensia Soto - using tarp and ropes to act out transformations

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Euclidean transformations on a floor grid

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Euclidean transformations on a floor grid

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Link here: https://www.researchgate.net/profile/Hortensia-Soto/publication/353201224_Acting_Out_Euclidean_Transformations/links/6387a216148d2362a4b44a55/Acting-Out-Euclide

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Picture from Brenda Weiss, activity from Dor Abrahamson 

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Examples from Maria at NaturalMath: https://naturalmath.com/2014/02/multiplicationtowers/

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from Molly Kelton & Jasmine Ma: activity where students create and divide intervals with their hands 

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Link: https://link.springer.com/article/10.1007/s10649-018-9805-8

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Movement Matters : How Embodied Cognition Informs Teaching and Learning edited. by Sheila Macrine & Jenifer Fugate, available open-access online

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Movement Matters : How Embodied Cognition Informs Teaching and Learning

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Experts translate the latest findings on embodied cognition from neuroscience, psychology, and cognitive science to inform teaching and learning pedagogy. Embod

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from PhET interactive simulations: learners can dynamically transform one type of quadrilateral into another by manipulating sides and/or corners. 

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Quadrilaterals with a touchscreen tangible

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Quadrilaterals with a touchscreen tangible

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Explore the properties of and relationships between named four-sided shapes by moving sides and corners of a quadrilateral.

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From Anna Shvarts, Rosa Alberto, Arthur Bakker, & Paul Drijvers

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Trigonometry through finger movements on touchscreen

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Trigonometry through finger movements on touchscreen

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Links: https://app.dwo.nl/embod/?locale=en&profile=108&hash=%23s%3A662452#s:662452

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Finger exercises for improved arithmetic

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Finger exercises for improved arithmetic

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For more information: https://doi.org/10.7551/mitpress/13593.003.0015

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This activity shows an example of using the foundational sense of balance for math. It uses a sensor attached to a rocking board. 

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If you are interested in a keyboard/phone sensor version of the activities for your classroom, reach out (sofiatancredi@berkeley.edu)