Response to a reading from Martha W. Alibali and Mitchell J. Nathan on Embodiment in Mathematics Teaching and Learning: Evidence From Learner's and Teacher's Gestures.
The writer stated three ways in which embodiment mathematics assist in mathematics learning process in schools. This taking place consciously or unconsciously. The first method is pointing and as Alibali and Nathan put it, is commonly in lower primary schools in Kenya. The second is representational in which assist in bringing any given situation into a classroom for natural knowledge acquisition. The third is metaphoric. Glenberg and Robertson [1999, 2000] are emphasizing the use of embodied mathematics as they argue that pointing links speech to associated mental process.Alibali and Nathan based information that embodied knowledge is an integral component of math thinking.
When I first stepped to teachers training college, our maths methodology tutor made us make sounds and movement with our fingers when writing numbers. The method was to teach us how to go and introduce numbers to class one pupils. Practically there are several body movements conveying messages in a mathematics lesson. It's in the context that it require professional input so as for equipping curriculum implementors entirely.
Question
Teachers engage in embodiments mathematics frequently when discharging duties. How best should this be practice to make learning more enjoyable?
