{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/124594"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/124594","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Naturalistic observations: Embodied learning of fractions in elementary classrooms","abstract":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-05-01","abstract_html":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-05-01","abstract_has_math":false,"creators":["Reyes Denis, Tiffany"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.S.","degree_level":"Thesis","degree_discipline":"Educational Psychology","degree_department":null,"school":null,"contributors":["Perry, Michelle"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-05","date_published":"2024-05","updated_at":"2026-07-22T22:25:02Z","subjects":["Gestures","Grounded Cognition","Embodied Learning","Prompts","Fractions"],"languages":["en","eng"],"rights":["Copyright 2024 Tiffany Reyes Denis"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/124594","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Perry, Michelle"]},{"key":"dc:creator","label":"Author","values":["Reyes Denis, Tiffany"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2024-05","2024-05-03"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Gestures","Grounded Cognition","Embodied Learning","Prompts","Fractions"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2024 Tiffany Reyes Denis"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/124594"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-05-01","The student, Tiffany Reyes Denis, accepted the attached license on 2024-04-29 at 16:08.","The student, Tiffany Reyes Denis, submitted this Thesis for approval on 2024-04-29 at 17:15.","This Thesis was approved for publication on 2024-05-03 at 14:28.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20696 on 2024-09-16 at 00:44:51","Previous studies have shown that students’ embodied responses – actions and gestures – can support their learning, yet little is known about how to engage students with these in the classroom. To address this, we observed the same fraction lesson, taught by 11 different teachers. We identified students’ mathematics-related embodiments and traced back to how and by whom they were prompted. We found that about two-thirds of all embodied responses were prompted by teachers. However, the type of prompt mattered: students provided richer embodied responses to higher order than to factual prompts. We also searched for these prompts during adjacent moments, to assess the probability they would lead to embodied responses while considering the same ideas. Regression analysis indicated that students were likely to engage in embodied responses when they were self-prompted, during elaborations, and after higher-order prompts. This study provides new insights about the conditions that support students’ embodied mathematical expressions."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Naturalistic observations: Embodied learning of fractions in elementary classrooms"]}]}],"canonical_facts":{"dc:contributor":["Perry, Michelle"],"dc:creator":["Reyes Denis, Tiffany"],"dc:date":["2024-05","2024-05-03"],"dc:description":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-05-01","The student, Tiffany Reyes Denis, accepted the attached license on 2024-04-29 at 16:08.","The student, Tiffany Reyes Denis, submitted this Thesis for approval on 2024-04-29 at 17:15.","This Thesis was approved for publication on 2024-05-03 at 14:28.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20696 on 2024-09-16 at 00:44:51","Previous studies have shown that students’ embodied responses – actions and gestures – can support their learning, yet little is known about how to engage students with these in the classroom. To address this, we observed the same fraction lesson, taught by 11 different teachers. We identified students’ mathematics-related embodiments and traced back to how and by whom they were prompted. We found that about two-thirds of all embodied responses were prompted by teachers. However, the type of prompt mattered: students provided richer embodied responses to higher order than to factual prompts. We also searched for these prompts during adjacent moments, to assess the probability they would lead to embodied responses while considering the same ideas. Regression analysis indicated that students were likely to engage in embodied responses when they were self-prompted, during elaborations, and after higher-order prompts. This study provides new insights about the conditions that support students’ embodied mathematical expressions."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/124594"],"dc:language":["en","eng"],"dc:rights":["Copyright 2024 Tiffany Reyes Denis"],"dc:subject":["Gestures","Grounded Cognition","Embodied Learning","Prompts","Fractions"],"dc:title":["Naturalistic observations: Embodied learning of fractions in elementary classrooms"],"dc:type":["text"],"thesis:degree_discipline":["Educational Psychology"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:02Z"}