Embodied Phenomenology in Mathematical Modelling of Sailing for Integrated STEM Learning
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Mathematical modelling is under-investigated in complex learning environments where embodied knowledge is a natural and essential part of learning, such as sailing. Mathematical modelling is used here as an ongoing process in building and testing models by the participants to make sense of their sailing practices. We demonstrate how a culturally responsive modelling practice can build on learners’ experiences, their funds of knowledge, and existing practices as young sailors. Participants’ embodied knowledge of sailing is used in modelling of tacking to travel towards the wind. Participants engage in experimental and active mathematical modelling of sailing in its own lifeworld in this integrated STEM learning context. We demonstrate and discuss how an embodied phenomenology approach works as learners go through modelling phases from understanding the tacking problem to validating their models.
KeywordsAerodynamics Culturally responsive pedagogy Embodied phenomenology Funds of knowledge Interdisciplinary Mathematical modelling STEM learning Hydrodynamics Sailing
The authors thank the St. Croix Yacht Club and Hanley Family for facilitating modelling activities with sailboats. Partial support was given by the National Science Foundation Grant No. 1355437.
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