Expressive Extensions of Number Sense in Embodied Task Design Through Full-Body Performance

Background/purpose. STEAM (Science, Technology, Engineering, Arts, Mathematics) research and embodied design research have explored the role of full-body movement and multimodal actions in mathematical learning. However, the expressive and dynamic aspects of embodied mathematics learning remain underexplored. This paper aims to address this gap by investigating the expressive dimensions of six- to nine-year-olds’ extensions of number sense through full-body performances. Materials/methods. This paper explores two outdoor mathematical activities developed as part of an embodied design study. Using an adapted version of the Laban/Bartenieff movement framework, our descriptive analysis focused on the following expressive themes: (i) pace, (ii) weight, (iii) bodily coordination and spatial interaction, (iv) body shape and improvisation, and (v) the phrasing of these themes and their alignment with number sense. Results. The findings highlight the dynamic and flexible interconnections among these expressive themes of bodily performance, demonstrating varying degrees of correlation with students’ number sense. This dynamic interplay of expressive themes fosters an artistic and creative approach to mathematical experiences, encouraging personal interpretation and deepening student engagement. Conclusion. Theoretically, this paper enriches our understanding of the notion of expressiveness within the embodied perspective of learning. It also underscores the potential of embodied learning designs, offering insights for educators to integrate expressive dimensions of full-body movement into their teaching practices.