Embodied Mathematical Imagination & Cognition

With the growing use of video games for mathematical learning, there is a need to understand how such video games impact the mathematical thinking of players. In this poster, I investigate how undergraduate students make use of collaborative
multimodals to share their experiences of playing the algebra game DragonBox 12+ in order to ground the meaning of abstract mathematical representation during discussions. Central to this inquiry are the two principles from the theory of embodied cognition (Wilson 2002): cognition is situated; and we off-loaded cognitive work onto the environment.