Abstract

Embodied Cognition is a primising approach to learning support, but it has not yet been applied much in the school context. Currently, there are no concepts that integrate embodied cognition into mathematics education and that make use of the potential of virtual reality. Therefore, in this thesis such a concept is developed and a prototype is implemented in an iterative development process. The results suggest that this prototype can provide useful support for understanding tasks in addition and subtraction with place value transitions. The findings of this thesis help in the future development of this prototype as well as the conceptualization and development of similar applications.