Title |
Support of mathematical thinking through embodied cognition: Nondigital and digital approaches
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Published in |
Cognitive Research: Principles and Implications, February 2017
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DOI | 10.1186/s41235-017-0053-8 |
Pubmed ID | |
Authors |
Cathy Tran, Brandon Smith, Martin Buschkuehl |
Abstract |
Research on mathematics education has shown that learners' actions can influence how they think and vice versa. Much of this work has been rooted in the use of manipulatives, gestures, and body movements. Our article dissects the mechanisms that underscore the impact of embodied activities and applies this lens to explore how to harness the affordances of new technology to enhance mathematical thinking. This is especially crucial given the increasing accessibility of technology-such as digital touch devices, 3D printers, and location sensors-for constructing embodied experiences. Providing guidance for incorporating those tools, we focus on the role that embodied cognition can play in communicating mathematical concepts as well as in allowing learners to experiment and evolve their ideas. To inspire future integration of theory in the development of technologically enhanced embodied mathematics experiences, we provide examples of how this can be done. Finally, we outline future directions in the areas of design, implementation, and assessment of embodied learning of mathematics. |
X Demographics
Geographical breakdown
Country | Count | As % |
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United States | 2 | 18% |
Canada | 1 | 9% |
United Kingdom | 1 | 9% |
Japan | 1 | 9% |
Unknown | 6 | 55% |
Demographic breakdown
Type | Count | As % |
---|---|---|
Members of the public | 7 | 64% |
Scientists | 4 | 36% |
Mendeley readers
Geographical breakdown
Country | Count | As % |
---|---|---|
United Kingdom | 1 | <1% |
Unknown | 203 | 100% |
Demographic breakdown
Readers by professional status | Count | As % |
---|---|---|
Student > Ph. D. Student | 31 | 15% |
Student > Master | 26 | 13% |
Researcher | 20 | 10% |
Student > Doctoral Student | 14 | 7% |
Student > Bachelor | 13 | 6% |
Other | 35 | 17% |
Unknown | 65 | 32% |
Readers by discipline | Count | As % |
---|---|---|
Social Sciences | 28 | 14% |
Psychology | 22 | 11% |
Mathematics | 19 | 9% |
Arts and Humanities | 11 | 5% |
Computer Science | 11 | 5% |
Other | 38 | 19% |
Unknown | 75 | 37% |