How can making predictions about geometric transformations complement conceptualization and enhance mathematical reasoning? This project investigates how action-prediction can support geometric reasoning by leveraging Action-Cognition Transduction (ACT; Nathan, 2017). ACT proposes that real and simulated actions serve as predictors (feedforward) and controllers (feedback) to guide anticipated outcomes. In effect, these actions (how we perform and predict specific body movements) influence cognition (what we think and learn) and reciprocally, cognition influences actions. The current project operationalizes this reciprocal relationship by having students make predictions about future actions that represent geometric objects and transformations. Preliminary results indicate action-predictions enhance advanced students’ mathematical reasoning (e.g., proof production) (Xia et al., 2022). Future work on the role of action-predictions in mathematical reasoning will be expanded from geometry to mathematical functions.
