I see what you're thinking: Embodied collaborative argumentation

A group of 5 pre-service teachers engaged in constructing and exploring a body-scale icosahedron model. Triangulating audio-video and mobile eye-tracking data, we analyzed the roles of motor actions and sensory perceptions in the emergence and propagation of geometrical insight. We present an exemplary episode where Gail multimodally expresses a valid argument for finding the icosahedron's half-height. Another participant's eye-tracking data revealed that his perception of Gail's manual actions helped him interpret and then replicate non-verbal features of her argument. The study contributes to our understanding of embodied cognitive processes in authentic educational contexts, particularly the role of perception-action engagement with concrete media in collaborative mathematics tasks. Teacher awareness of these perceptuomotor micro-processes might enhance the pedagogical efficacy of integrating embodied activities into classroom geometry instruction.