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Grounded and Embodied Geometric Reasoning: Experiments on the Role of Action, Action Prediction, and Multimodal Self-Explanation
Grounded and Embodied Geometric Reasoning: Experiments on the Role of Action, Action Prediction, and Multimodal Self-Explanation
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202105119
- ISBN
- 9798291543092
- DDC
- 370
- 저자명
- Xia, Fangli.
- 서명/저자
- Grounded and Embodied Geometric Reasoning: Experiments on the Role of Action, Action Prediction, and Multimodal Self-Explanation
- 발행사항
- [Sl] : The University of Wisconsin - Madison, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 198 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-02, Section: B.
- 주기사항
- Advisor: Nathan, Mitchell J.
- 학위논문주기
- Thesis (Ph.D.)--The University of Wisconsin - Madison, 2025.
- 초록/해제
- 요약The idea that thinking and learning are inherently tied to body-based processes such as gesture has gained increasing recognition in psychology, philosophy, cognitive science, the learning sciences, and education. Prior research has documented the benefits of bodily actions-whether physically enacted or mentally simulated-in domains such as language comprehension, physics, and algebra. Still, it remains underexplored whether, when, and how these body-based processes influence complex reasoning in advanced mathematics. This dissertation addresses these gaps through two experimental studies that focus on geometry proof, a central topic in secondary and post-secondary mathematics that promotes advanced mathematical reasoning and success in STEM fields. Study 1 investigated the effect of action prediction, a novel approach to foster action simulation by prompting students to predict the outcomes of task-relevant actions on geometrical conjectures. Findings revealed that participants prompted to make action predictions demonstrated superior mathematical reasoning even beyond those who performed cognitively relevant, investigator-generated directed actions. Notably, gestural replays-reenactments during one's explanations of previously performed and imagined actions-moderated the effect of actions on proof performance. Study 2 built on these findings by addressing two key questions: (1) Does the source of the action (investigator-generated directed action vs. self-generated action prediction) affect students' mathematical reasoning? (2) Does awareness of the cognitive relevance of these actions matter? While no significant performance differences were found between directed and self-generated actions, prompting students to self-explain how their actions related to the target geometric conjecture led to significant gains in geometric reasoning. Information from participants' self-explanations was generated using both verbal and nonverbal (i.e., gestural) processes, which this dissertation terms multimodal self-explanations. These multimodal self-explanations expressed meaningful action-concept connections, which served as a bridge between actions and mathematical reasoning, as measured by mathematical insights and mathematically valid proofs. Across both studies, the dissertation identified embodied simulations-as evidenced by students' use of dynamic depictive gestures, gestural replays, and operational speech-as a key mechanism through which action, action prediction, and multimodal self-explanation support mathematical reasoning. Together, these findings extend embodied cognition theory into the domain of advanced mathematics and offer practical recommendations for incorporating embodied interventions into mathematics instruction, instructional design, and assessment practices.
- 일반주제명
- Educational psychology
- 일반주제명
- Mathematics education
- 일반주제명
- Psychology
- 키워드
- Directed actions
- 기타저자
- The University of Wisconsin - Madison Educational Psychology
- 기본자료저록
- Dissertations Abstracts International. 87-02B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798291543092
■035 ▼a(MiAaPQ)AAI32238175
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aXia, Fangli.
■24510▼aGrounded and Embodied Geometric Reasoning: Experiments on the Role of Action, Action Prediction, and Multimodal Self-Explanation
■260 ▼a[Sl]▼bThe University of Wisconsin - Madison▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a198 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-02, Section: B.
■500 ▼aAdvisor: Nathan, Mitchell J.
■5021 ▼aThesis (Ph.D.)--The University of Wisconsin - Madison, 2025.
■520 ▼aThe idea that thinking and learning are inherently tied to body-based processes such as gesture has gained increasing recognition in psychology, philosophy, cognitive science, the learning sciences, and education. Prior research has documented the benefits of bodily actions-whether physically enacted or mentally simulated-in domains such as language comprehension, physics, and algebra. Still, it remains underexplored whether, when, and how these body-based processes influence complex reasoning in advanced mathematics. This dissertation addresses these gaps through two experimental studies that focus on geometry proof, a central topic in secondary and post-secondary mathematics that promotes advanced mathematical reasoning and success in STEM fields. Study 1 investigated the effect of action prediction, a novel approach to foster action simulation by prompting students to predict the outcomes of task-relevant actions on geometrical conjectures. Findings revealed that participants prompted to make action predictions demonstrated superior mathematical reasoning even beyond those who performed cognitively relevant, investigator-generated directed actions. Notably, gestural replays-reenactments during one's explanations of previously performed and imagined actions-moderated the effect of actions on proof performance. Study 2 built on these findings by addressing two key questions: (1) Does the source of the action (investigator-generated directed action vs. self-generated action prediction) affect students' mathematical reasoning? (2) Does awareness of the cognitive relevance of these actions matter? While no significant performance differences were found between directed and self-generated actions, prompting students to self-explain how their actions related to the target geometric conjecture led to significant gains in geometric reasoning. Information from participants' self-explanations was generated using both verbal and nonverbal (i.e., gestural) processes, which this dissertation terms multimodal self-explanations. These multimodal self-explanations expressed meaningful action-concept connections, which served as a bridge between actions and mathematical reasoning, as measured by mathematical insights and mathematically valid proofs. Across both studies, the dissertation identified embodied simulations-as evidenced by students' use of dynamic depictive gestures, gestural replays, and operational speech-as a key mechanism through which action, action prediction, and multimodal self-explanation support mathematical reasoning. Together, these findings extend embodied cognition theory into the domain of advanced mathematics and offer practical recommendations for incorporating embodied interventions into mathematics instruction, instructional design, and assessment practices.
■590 ▼aSchool code: 0262.
■650 4▼aEducational psychology
■650 4▼aMathematics education
■650 4▼aEducational administration
■650 4▼aPsychology
■653 ▼aGeometric conjecture
■653 ▼aDirected actions
■653 ▼aAction prediction
■653 ▼aMultimodal self-explanations
■690 ▼a0525
■690 ▼a0621
■690 ▼a0514
■690 ▼a0280
■71020▼aThe University of Wisconsin - Madison▼bEducational Psychology.
■7730 ▼tDissertations Abstracts International▼g87-02B.
■790 ▼a0262
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17359441▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
