Embodied interaction, spatial language, and mathematical communication

The moderating role of classroom engagement

Authors

DOI:

https://doi.org/10.32674/g671zy49

Keywords:

Embodied interaction, spatial language, mathematical communication, classroom engagement

Abstract

Mathematical communication is essential for effective mathematics learning, yet many students struggle to communicate mathematical ideas. Grounded in Embodied Cognition Theory, Conceptual Metaphor Theory, and the 4E Cognition Framework, this study examined the influence of embodied interaction on mathematical communication among Ghanaian SHS students, with spatial language as a mediator and classroom engagement as a moderator. A cross-sectional survey was conducted with 420 SHS 2 and SHS 3 students selected through multistage sampling. Data were analysed using SEM. Embodied interaction significantly predicted mathematical communication (β = .321, p < .001). Spatial language partially mediated the relationship (indirect effect = .209, 95% BC CI [.114, .293]), whereas classroom engagement did not significantly moderate it (β = .055, p = .131).

Author Biographies

  • Emmanuel Kusi, University of Skills Training and Entrepreneurial Development

    EMMANUEL KUSI is an MPhil student in Mathematics Education and a Teaching Assistant at the University of Skills Training and Entrepreneurial Development (USTED), Kumasi, Ghana. His research interests include embodied cognition, spatial reasoning, mathematical communication, and educational technology in mathematics education. Email: kusie818@gmail.com

  • Yarhands Arthur Dissour, University of Skills Training and Entrepreneurial Development

    Prof. Yarhands Arthur Dissour is a Professor of Mathematics Education at the University of Skills Training and Entrepreneurial Development (USTED), Ghana. His research interests include mathematics education, mathematics teaching and learning, and students’ mathematical thinking and problem-solving.

  • Francis Ohene Boateng, University of Skills Training and Entrepreneurial Development

    Prof. Francis Ohene Boateng is a Professor of Mathematics Education at the University of Skills Training and Entrepreneurial Development (USTED), Ghana. His research interests include mathematics education, mathematics teaching and learning, and research in mathematics education.

  • Stephen Daniels Sarfo, University of Skills Training and Entrepreneurial Development

    STEPHEN DANIELS SARFO is an MPhil student in Mathematics Education and a Teaching Assistant at the University of Skills Training and Entrepreneurial Development (USTED), Kumasi, Ghana. His research interests include mathematics education, mathematics teaching and learning, educational technology, and curriculum studies. Email: ssarfo303@gmail.com

  • Innocent Akpage, University of Skills Training and Entrepreneurial Development

    INNOCENT AKPAGE is an MPhil student in Mathematics Education and a Teaching Assistant at the University of Skills Training and Entrepreneurial Development (USTED), Kumasi, Ghana. His research interests include mathematics pedagogy, technology-enhanced learning, mathematics curriculum development, and mathematics education. Email: innocentakpage13@gmail.com

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Additional Files

Published

2026-10-09

Issue

Vol. 23 (2026): American Journal of STEM Education

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STEM Education (regular)

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Copyright (c) 2026 Emmanuel Kusi, Yarhands Arthur Dissour, Francis Ohene Boateng, Stephen Daniels Sarfo, Innocent Akpage

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How to Cite

Kusi, E., Dissour, Y. A. ., Boateng, F. O., Sarfo, S. D., & Akpage, I. (2026). Embodied interaction, spatial language, and mathematical communication: The moderating role of classroom engagement. American Journal of STEM Education, 23, 161-187. https://doi.org/10.32674/g671zy49