Investigating Computer Designs for Grounded and Embodied Mathematical Learning [Konferenzbericht] Paper presented at the Annual Meeting of the International Conference on Computers in Education (29th, 2021).

Autor/inn/en	Nathan, Mitchell; Walkington, Candace; Swart, Michael
Titel	Investigating Computer Designs for Grounded and Embodied Mathematical Learning [Konferenzbericht] Paper presented at the Annual Meeting of the International Conference on Computers in Education (29th, 2021).
Quelle	(2021), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Nathan, Mitchell) ORCID (Walkington, Candace) ORCID (Swart, Michael) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Geometry; Mathematics Instruction; High School Students; Undergraduate Students; Validity; Mathematical Logic; Thinking Skills; Nonverbal Communication; Cooperative Learning; Schemata (Cognition); Sensory Experience; Psychomotor Skills; Learning Theories; Computer Software; Video Games; Peer Relationship; Transfer of Training + Suchen Sie Ihr Suchwort? Geometrie; Mathematics lessons; Mathematikunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Gültigkeit; Mathematical logics; Mathematische Logik; Denkfähigkeit; Non-verbal communication; Nonverbale Kommunikation; Kooperatives Lernen; Cognition; Schema; Kognition; Sinnerfahrung; Psychomotorische Aktivität; Learning theory; Lerntheorie; Video game; Videospiel; Videospiele; Peer-Beziehungen; Training; Transfer; Ausbildung
Abstract	Findings synthesized across five empirical laboratory- and classroom-based studies of high school and college students engaged in geometric reasoning and proof production during single- and multi-session investigations (346 participants overall) are presented. The findings converge on several design principles for computer technologies to support embodied mathematical thinking and learning: (a) the importance of integrating linguistic and body-based processes, especially via "dynamic gestures," which enable simulated action of mathematical transformations for hypothesizing, testing, and generalizing universal truths about space and shape; (b) the "cognitive relevance" of directed actions to the concepts under consideration so that action-cognition transduction elicits the bodily interactions needed to influence mathematical reasoning in the intended manner; (c) "collaborative contexts" that foster common ground and shared meaning construction, production of socially mediated gestures, and the emergence of extended and distributed knowledge and representations; (d) conditions that encourage "transfer" of sensorimotor experiences across contexts in order to predict and make sense of the world; and (e) the need to assess learners' knowledge and learning that is expressed nonverbally. "The Hidden Village" is presented as an instance of an embodied learning environment that uses the narrative context of a visual novel to instantiate these design principles and investigate their influences on mathematical thinking and learning. These design principles are placed in terms of larger efforts to articulate a broader theoretical framework of grounded and embodied learning. Together, the interplay of theoretical, empirical and design considerations of grounded and embodied learning reframes learning, transfer, and assessment, offering promising new pathways for an emerging class of learning environments that may propel educational practice and learning theory. [This paper was published in: "Proceedings of the 29th International Conference on Computers in Education," edited by M. M. T. Rodrigo et al., Asia-Pacific Society for Computers in Education, 2021, pp. 348-58.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01