Active, bodily experience mathematics learning activities. Looking at implementation from the teachers' perspective

Despite both the research in cognitive psychology and neuroscience, and in mathematics education has increasingly highlighted the relevance of active, bodily experience in mathematics learning, often school teaching seems to be far removed from these perspectives, still largely transmissive. The research presented in the paper is part of an ongoing study, carried out in two different cultural contexts (Italy and Australia), aims to explore the reasons for that distance, by investigating the perspective of primary and secondary school teachers on these teaching proposals and their implementation in the classroom. In addition to the direct involvement of teachers, the designed research includes interviews with experts in the field of mathematics education. After presenting the investigative perspective on the implementation of active, bodily experience learning activities proposed in the research project, an explanatory example will illustrate how the analysis of experts' interviews could contribute to identifying determinants of implementation