How Multimodality Works In Mathematics Activity

In the article, “How Multimodality Works In Mathematical Activity: Young Children Graphing Motion” written by Francesca Ferrara, different experiences are observed and analyzed to see how they affect mathematical learning.  Specifically, Ferrara looks at perceptual, sensory, and motor experiences.  She noticed that there is often a very concrete connection between the perceptual/sensory neurons and their associated motor neurons so that when you think of solving a problem, you are using the same neurons as when you actually solve it.

To work with these established neural connections, Ferrara created a study where she analyzed how primary students used digital technology (graphing calculators & computer software).  By using the technological tools, the students were stimulating their perceptual/sensory neurons as well as their motor neurons.  The students would capture movement and data would instantaneously be displayed on the calculator or computer.

The benefit of these activities was that the children could view the position-time graph being created as their peer moved in front of the motion-capture device.  Often we are given a graph to analyze, but have not actually witnessed how it was created.  I can definitely see how the students can benefit from experiencing the sensory stimuli and creating a direct association with the graph itself.  It should also be noted that these students started to participate in this study when they were in grade 2.  Position-time graphs are not usually seen in mathematical lessons until later.  After seeing the graph create itself while someone walked past the motion sensor, the students were able to not only make sense of what the graph represented, but they could also in a sense re-create how it was made.

There was a second experiment that also involved the students making an association between the movement of an object and the creation of a graph on a piece of technology.

When the students were asked to explain the graphs, they often used physical movements (recreate the action), and their imagination (“pretend that. . .”).  Due to the numerous ways that the students were able to describe the graph, it was deemed to be multimodal.  I think that this style of learning is an excellent one.  By tapping into the motor as well as the sensory aspects of learning, I believe that there is a greater chance that the student will be able to recall what was learned.   Sometimes, basic physical movements can help students retain knowledge such as basic facts.  For example, one could create specific body movements when reciting their 4 times tables.  This style of learning may not always be possible in a classroom setting, but it should definitely be encouraged.