Embodiment in Abstract Algebra to Bridge the Double Discontinuity

My collaborator and I (Jessi Lajos) developed embodied cognition activities for a course in abstract algebra for preservice secondary teachers to support these future teachers in making connections between the content and pedagogy they experienced in this course and their future careers. In this session, we will share parts of the activities and our analysis of students' embodied representations, connections between tertiary and secondary content (e.g., well-definedness of fraction arithmetic, logarithms as homomorphisms), and beliefs about their future use of embodied pedagogies as teachers. We will engage in an activity that adapts for the contexts of abstract algebra, early college, and middle-grades learning to illuminate this bridge.