Akademik Veri Yönetim Sistemi
First International Conference on Embodied Education, Kobenhavn, Danimarka, 15 - 17 Mayıs 2024, ss.30
This study explores the attitudes and perceptions of fourth-year prospective teachers from an
education faculty regarding embodied learning in mathematics education. Embodied learning,
which integrates physical activity and body with cognitive processes, is examined for its
potential impact and practicality in the classroom setting. Through qualitative interviews with
30 participants, this research aims to provide insights into how future educators perceive the
implementation of this innovative teaching approach.
The study utilized semi-structured interviews to delve into the participants' understanding,
experiences, and perspectives on embodied learning. These interviews were transcribed and
analyzed using thematic analysis, focusing on identifying prevailing attitudes and concerns
among these near-graduate prospective teachers.
Our preliminary findings reveal a positive outlook on the benefits of embodied learning. The
majority of participants believe that this approach can significantly enhance class participation,
motivation, and cooperation among students. They emphasize the potential of embodied
learning to make abstract mathematical concepts more accessible and engaging, thereby
fostering a dynamic and inclusive learning environment.
Despite these perceived benefits, several challenges were identified. Participants expressed
concerns about classroom management difficulties when applying embodied learning
strategies, especially in maintaining student focus during physically active lessons.
Furthermore, the efficacy of embodied learning in larger classes was questioned, with some
participants noting potential reductions in individual attention and overall efficiency.
Participants noted that the dense current curriculum may hinder the integration of embodied learning methods, suggesting the need for curriculum modifications to support these
pedagogical innovations.
These findings suggest that while embodied learning is viewed favorably by prospective
teachers for its potential to enrich mathematics education, there are significant challenges to
its implementation. This study underscores the necessity for teacher education programs to
address these challenges and prepare future educators for practical and effective use of
innovative teaching strategies like embodied learning.