Bibliographic record
Abstract
In mathematics education research there is growing interest in the bodily basis of cognition and how this might inform the teaching and learning of mathematics. The theoretical support for this perspective comes from research in cultural historical activity theory, cognitive neuroscience and the phenomenology of movement. While distinct traditions of research, each of these approaches acknowledges/locates itself within complexity thinking to understand the emergent and dynamic processes at multiple scales. Drawing on this interdisciplinary theoretical framework and using video-recording and artifact data, I report on a qualitative case study of young children explaining their drawings of a solution to a geometry problem. The analytic focus is on the mathematical reasoning that emerges as the children explain their solutions which are mediated through semiotic resources, both symbolic and material including body gestures, senses, and movement. The findings suggest that as we extend the means by which learners engage with one another and with classroom mathematical activities, we may begin to appreciate how capable children are mathematically.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".