Exploratory analysis demonstrates motor-skill progression enhances physical modelling and measurement in students, suggesting embodied movement bridges physical actions and abstract mathematics.
Modelling physical phenomena and acquiring mathematical formalisation can be challenging in physics and math education at all grades. It is recommended that interpretative and mathematical models be developed gradually from an early age, starting from kindergarten. Although innate visuospatial representation and numeracy skills are present in individuals from an early age, numerous socio-cultural factors encountered during the educational journey impede the realisation of an individual's full potential. This study explored how to harness the transformative power of transduction and measurement in mathematics education. The key connection between these activities is the shift from using the entire body for large macro movements to manipulating small objects at a micro level. This progression from bodily transformations to fine motor skills helps students link significant movements with precise tasks.
No takes yet. Share an insight, caveat, or question.
Giancarlo Artiano (2026) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: