ScholarWorks@숙명여자대학교

초록

This study investigates how middle school students construct mathematical meaning related to the volume of a sphere within an Augmented Paper-Based Mathematics Learning Environment (APMLE) designed from an embodied cognition perspective. By focusing on learners' gestures and non-verbal semiotic actions, the research examines how sensorimotor interactions—mediated through AR tools and physical paper worksheets—support conceptual understanding. Drawing on Moon's (2020) gesture framework, the analysis categorizes observed gestures into Actualization, Realization, Collective, and Personal Gestures. The study was conducted over two sessions with high-achieving first-year middle school students. In the first session, students compared the volume of a sphere and a cylinder by virtually filling them with small balls using an AR tool. In the second session, students engaged in sequential tasks: first comparing spherical slices to pyramids using the context of a watermelon, and then manipulating a polyhedron inscribed in a sphere to observe how it could be divided into pyramid-like components. Analysis revealed a dynamic transition of gesture types—from spontaneous exploratory gestures to conceptually refined and socially mediated ones—indicating the role of embodiment in mathematical reasoning. The results demonstrate that gestures not only reflect cognitive processes but actively support meaning-making by linking perception, action, and abstraction. The study suggests that APMLEs should be designed to promote gesture-rich, multimodal interactions that bridge sensory experiences with formal mathematical thinking. It further argues that AR tools, when treated as cognitive extensions rather than mere visual aids, can foster deep conceptual engagement and collaborative reasoning in mathematics classrooms.

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