【2h】

Grounded and embodied mathematical cognition: Promoting mathematical insight and proof using action and language

机译:扎实的数学认知:使用动作和语言促进数学见解和证明

代理获取
本网站仅为用户提供外文OA文献查询和代理获取服务,本网站没有原文。下单后我们将采用程序或人工为您竭诚获取高质量的原文,但由于OA文献来源多样且变更频繁,仍可能出现获取不到、文献不完整或与标题不符等情况,如果获取不到我们将提供退款服务。请知悉。

摘要

We develop a theory of grounded and embodied mathematical cognition (GEMC) that draws on action-cognition transduction for advancing understanding of how the body can support mathematical reasoning. GEMC proposes that participants’ actions serve as inputs capable of driving the cognition-action system toward associated cognitive states. This occurs through a process of transduction that promotes valuable mathematical insights by eliciting dynamic depictive gestures that enact spatio-temporal properties of mathematical entities. Our focus here is on pre-college geometry proof production. GEMC suggests that action alone can foster insight but is insufficient for valid proof production if action is not coordinated with language systems for propositionalizing general properties of objects and space. GEMC guides the design of a video game-based learning environment intended to promote students’ mathematical insights and informal proofs by eliciting dynamic gestures through in-game directed actions.GEMC generates several hypotheses that contribute to theories of embodied cognition and to the design of science, technology, engineering, and mathematics (STEM) education interventions. Pilot study results with a prototype video game tentatively support theory-based predictions regarding the role of dynamic gestures for fostering insight and proof-with-insight, and for the role of action coupled with language to promote proof-with-insight. But the pilot yields mixed results for deriving in-game interventions intended to elicit dynamic gesture production. Although our central purpose is an explication of GEMC theory and the role of action-cognition transduction, the theory-based video game design reveals the potential of GEMC to improve STEM education, and highlights the complex challenges of connecting embodiment research to education practices and learning environment design.
机译:我们开发了扎根的和体现的数学认知(GEMC)的理论,该理论利用动作认知转导来增进对身体如何支持数学推理的理解。 GEMC建议参与者的行为作为能够推动认知行为系统朝着相关的认知状态的输入。这是通过转导过程发生的,该过程通过引发动态描绘手势来实现数学实体的时空特性,从而促进有价值的数学见解。我们的重点是大学预科几何证明的制作。 GEMC认为,仅靠行动就可以促进洞察力,但如果行动不与语言系统协调来确定物体和空间的一般特性,那么行动就不足以产生有效的证明。 GEMC指导了基于视频游戏的学习环境的设计,旨在通过在游戏中指示动作来激发动态手势来促进学生的数学见解和非正式证明.GEMC产生了一些假设,这些假设有助于体现认知的理论和科学设计,技术,工程和数学(STEM)教育干预措施。原型视频游戏的初步研究结果初步支持基于理论的预测,这些预测涉及动态手势在促进见解和见解证明方面的作用,以及动作和语言在促进见解证明方面的作用。但是,飞行员在获得旨在引起动态手势产生的游戏中干预措施时产生了不同的结果。尽管我们的主要目的是对GEMC理论和动作认知转导的作用进行阐释,但基于理论的视频游戏设计揭示了GEMC改善STEM教育的潜力,并突出了将实施研究与教育实践和学习联系起来的复杂挑战。环境设计。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
代理获取

联系方式:18141920177 (微信同号)

客服邮箱:kefu@zhangqiaokeyan.com

京公网安备:11010802029741号 ICP备案号:京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有
  • 客服微信

  • 服务号