Support of mathematical thinking through embodied cognition: Nondigital and digital approaches

Tran, Cathy; Smith, Brandon T.; Buschkuehl, Martin

doi:10.1186/s41235-017-0053-8

Cited by 67 publications

(70 citation statements)

References 79 publications

(99 reference statements)

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“…For example, in their review of embodied numerical training programs, Dackermann et al (2017) detected three working mechanisms of embodied learning environments: mapping mechanisms between the bodily experience and the intended concept, interactions between different regions of personal space, and the integration of different spatial frames of reference. Tran et al (2017) also found mapping mechanisms (as movements being in accordance with the mental model of the mathematical concept) to be an important factor within embodied learning environments. Additionally, they posit that the movements students make should be represented visibly to give them the opportunity to observe and reflect on these movements.…”

Section: Operationalizing Embodied Learning Environments For Graphingmentioning

confidence: 93%

“…Within the domain of STEM teaching and learning a large number of studies have been conducted incorporating embodied mathematics activities (e.g., Abrahamson and Lindgren 2014;Tran et al 2017). These are activities in which students' perceptual-motor experiences play an explicit role in the learning process (Lindgren and Johnson-Glenberg 2013).…”

Section: Introductionmentioning

confidence: 99%

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Embodied Learning Environments for Graphing Motion: a Systematic Literature Review

et al. 2019

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Embodied learning environments have a substantial share in teaching interventions and research for enhancing learning in science, technology, engineering, and mathematics (STEM) education. In these learning environments, students' bodily experiences are an essential part of the learning activities and hence, of the learning. In this systematic review, we focused on embodied learning environments supporting students' understanding of graphing change in the context of modeling motion. Our goal was to deepen the theoretical understanding of what aspects of these embodied learning environments are important for teaching and learning. We specified four embodied configurations by juxtaposing embodied learning environments on the degree of bodily involvement (own and others/objects' motion) and immediacy (immediate and non-immediate) resulting in four classes of embodied learning environments. Our review included 44 articles (comprising 62 learning environments) and uncovered eight mediating factors, as described by the authors of the reviewed articles: realworld context, multimodality, linking motion to graph, multiple representations, semiotics, student control, attention capturing, and cognitive conflict. Different combinations of mediating factors were identified in each class of embodied learning environments. Additionally, we found that learning environments making use of students' own motion immediately linked to its representation were most effective in terms of learning outcomes. Implications of this review for future research and the design of embodied learning environments are discussed.

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Section: Operationalizing Embodied Learning Environments For Graphingmentioning

confidence: 93%

Section: Introductionmentioning

confidence: 99%

Embodied Learning Environments for Graphing Motion: a Systematic Literature Review

et al. 2019

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“…The theory of embodied cognition describes the mutual influence between physical interaction and human thinking (Tran, Smith, & Buschkuehl, 2017). It is closely related to the cognitive load theory (cf.…”

Section: Physical Aspectsmentioning

confidence: 99%

Enhancing understanding of analytic geometry by augmented reality

Reit

2019

5th International Conference on Higher Education Advances (HEAd'19)

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An augmented reality (AR) system is a technology which combines computer-generated representations or information and reality in real-time. Instead of substituting the real situation, as it is possible with dynamic geometry systems (DGS), AR adds virtual objects or information to reality to make the situation experiential. The project MalAR aims at investigating the impact of an augmented reality (AR) learning environment in the subject area of analytic geometry. The focus of the AR learning environment is an AR-App, which supports learners understanding of mathematics situations usually given through textbook tasks. Mathematics situations are implemented in an AR-App such that the situation gets visually and enactively explorable by changing perspectives using the own body movement. The added value of integrating AR in mathematics classes is worked out and based on different learning theories like embodied cognition. The AR-App and first results of the pilot study will be demonstrated and presented. With the findings and results of the study evidence-based didactical insights in the teaching and learning with AR in mathematics instruction may be identified and needs for future AR-supported learning scenarios can be revealed.

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“…Much research has concerned exploring the need to recognise the multimodal nature of mathematics (e.g. Núñez, 2012;Tran, Smith, & Buschkuehl, 2017) and science (e.g. Xu & Clarke, 2012).…”

Section: Th E Multimodal Nature Of Science and Mathematicsmentioning

confidence: 99%

Unplugged Programming: The future of teaching computational thinking?

Aranda¹,

Ferguson²

2018

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We currently live in digital times, with educators increasingly coming to realise the need to prepare students to productively participate in such a coding-infused society. Computational Th inking (CT) has emerged as an essential skill in this regard. As with any new skill, the ways it is theorised and practiced vary greatly. In this paper, we argue for the importance of Unplugged Programming (UP) as a hands-on and practical approach to teaching and learning, which emphasises embodied and distributed cognition. UP has the potential to open up what it means to enact CT in the classroom when computational devices are put to the side. Preparing for the issues of the future is a matter of reconnecting with the past, in particular with ideas such as epistemological pluralism. By appreciating the diversity of ways that students can undertake CT and teachers can support them in doing so – from coding with digital devices to pencil-and-paper programming – we can work to make the classroom a place in which students can explore and undertake CT in rich and diverse ways.

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Support of mathematical thinking through embodied cognition: Nondigital and digital approaches

Cited by 67 publications

References 79 publications

Embodied Learning Environments for Graphing Motion: a Systematic Literature Review

Embodied Learning Environments for Graphing Motion: a Systematic Literature Review

Enhancing understanding of analytic geometry by augmented reality

Unplugged Programming: The future of teaching computational thinking?

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