This study explores primary students‘ metaphorical mapping, under the lens of enactive and new materialist perspectives, paying closer attention on their interactions with the material world. It focuses on the kind of metaphors and meanings for angles that emerge through materially grounded enactments, during an activity based on dance. In the context of the design-based research methodology, seven 9-year-old students used a digital tool that enabled collaborative embodied interaction along with physical manipulatives, to create digital animations simulating dance movements. The paper presents preliminary findings from the thematic analysis of audio, screen, and video recordings, in the form of critical episodes, illustrating how students’ metaphors and meanings of angles as variable quantities emerged as enactive as well as materially grounded.
Gkreka et al. (Wed,) studied this question.