Abstract:

This study examines how pre-service mathematics teachers construct and transfer geometric knowledge from Euclidean to 3D geometry through an embodied, physically active learning experience. Grounded in theoretical perspectives on embodied mathematics learning and contemporary models of transfer, the research explores how constructing and investigating a large-scale geodesic dome supports conceptual generalisation, spatial reasoning, and professional insight into geometry teaching.

Fifteen pre-service middle-school mathematics teachers participated in a three-lesson intervention integrated into an Euclidean geometry course. Research tools included filmed observations of the dome-construction activity, artefacts, and an attitudes questionnaire. Data were analysed qualitatively to identify evidence of embodied learning processes, conceptual linking, and levels of transfer.

Findings indicate that all students demonstrated at least two levels of transfer: identifying critical geometric features (e.g., connector types, triangle configurations) and generalising properties of polygons within the dome. Most participants also applied symmetry, rotation, and structural analogies to move from 2D diagrammatic representations to 3D construction. The highest transfer level, linking 2D geometry knowledge to three-dimensional trigonometric and geometric reasoning, emerged in approximately one-third of the cohort, who successfully constructed auxiliary triangles to compute dihedral angles. Students’ reflections revealed uniformly positive attitudes: the physical construction, movement around the dome, and collaborative problem-solving enhanced their conceptual understanding and strengthened their perceptions of embodied activity as meaningful for future teaching.

This work contributes evidence that embodied, hands-on, mathematical modelling activities can deepen spatial reasoning, foster meaningful transfer between geometric representations, and serve as powerful pedagogical methods in teacher education. The study highlights the potential of tangible 3D construction to promote conceptual connections that traditional 2D instruction does not readily afford.

Keywords:

Embodied learning, experiential learning, spatial reasoning, knowledge transfer, STEM teacher education.