Embodied Phenomenology in Mathematical Modelling of Sailing for Integrated STEM Learning

Abstract

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.