Embodied Cognition in an OSNK Mathematics Olympiad Winner: Geometry vs. Algebra Problem Solving

Ni'am, Hamdan Yuafie (2026) Embodied Cognition in an OSNK Mathematics Olympiad Winner: Geometry vs. Algebra Problem Solving. Undergraduate thesis, UIN Kiai Haji Achmad Siddiq Jember.

Text Hamdan Yuafie Ni'am_Tugas Akhir.pdf Download (13MB)

Abstract

This study aims to describe the characteristics of embodied cognition that emerge when a high school student who won the District-Level National Science Olympiad (OSNK) in Mathematics solves an Olympiad-level geometry and algebra problem. This study adopts a qualitative descriptive case study design involving an 11th-grade student who won the 2025 OSNK Mathematics competition. Data were collected through synchronized video–audio recordings capturing gestures, utterances, and written problem-solving processes, as well as reflective interviews and analysis of the subject’s answer sheets. The research tasks consisted of two problems: one geometry problem and one algebra problem derived from authentic Olympiad materials. Data validity was ensured through triangulation across video observations, written work, and interview data. The data were analysed using the interactive analysis model proposed by Miles, Huberman, and Saldaña, including data reduction, data display, and conclusion drawing, supported by a systematic coding process for embodied cognition indicators. The findings indicate that the subject's embodied cognition was manifested through the integration of gestures and utterances across all stages of problem-solving, except during looking back. Writing gestures appeared most dominantly in geometry and algebra problems as a means of organizing information, planning strategies, and executing solutions. Representational gestures were more apparent in geometry problems to aid visualization of shapes and spatial relationships, while pointing gestures appeared more contextually to emphasize important parts of the solution. From the utterance perspective, variations in tone of voice, facial expressions, gaze direction, and body posture functioned to support focus, clarify steps, and reflect the subject's confidence or doubt during thinking. These findings highlight that solving high-level mathematical problems occurs through the simultaneous integration of verbal and nonverbal process. Theoretically, this research enriches the study of embodied cognition in mathematics education, particularly for high-ability students. Practically, the results suggest that mathematics teachers and Olympiad coaches should attend to students’ gestures and utterances as indicators of mathematical thinking processes rather than focusing solely on final answers

Actions (login required)

View Item