How can we help teachers utilize the multimodal information contained in students’ expressions of knowledge in classrooms and augment teacher education to recognize embodied forms of thinking, learning, and knowledge assessment?
We developed an online teacher professional development (TPD) that enables pre-service math teachers to experience and co-design for embodied ways of mathematical thinking and reasoning. The post-intervention results demonstrated that the collaborative, embodied, online TPD improved teachers’ beliefs about the role of gestures in learning and instruction as well as their formative assessment practices. This project contributes to the development of teacher education, embracing diversity, equity, and inclusion while taking into account the multimodal attributes of contexts and practices as they occur in classrooms.
