Learning to "See" Less than Nothing: Putting Perceptual Skills to Work for Learning Numerical Structure

Autor/inn/en	Tsang, Jessica M.; Blair, Kristen P.; Bofferding, Laura; Schwartz, Daniel L.
Titel	Learning to "See" Less than Nothing: Putting Perceptual Skills to Work for Learning Numerical Structure
Quelle	In: Cognition and Instruction, 33 (2015) 2, S.154-197 (44 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-0008
DOI	10.1080/07370008.2015.1038539
Schlagwörter	Neurological Organization; Mathematics Instruction; Numbers; Grade 4; Mathematics Curriculum; Elementary School Mathematics; Experiential Learning; Comparative Analysis; Experimental Groups; Control Groups; Mathematical Concepts; Concept Formation; Algebra; Computation; Perceptual Development; Teaching Methods; Manipulative Materials; Learning Activities; Mathematics Activities; Statistical Analysis; Pretests Posttests; Elementary School Students; California + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Zahlenraum; School year 04; 4. Schuljahr; Schuljahr 04; Elementare Mathematik; Schulmathematik; Experiental learning; Erfahrungsorientiertes Lernen; Concept learning; Begriffsbildung; Wahrnehmungsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Hilfsmittel; Lernaktivität; Statistische Analyse; Kalifornien
Abstract	How can children's natural perceptuo-motor skills be harnessed for teaching and learning mathematical structure? We address this question in the case of the integers. Existing research suggests that adult mental representations of integers recruit perceptuo-motor functionalities involving symmetry. Building on these findings, we designed a hands-on curriculum that emphasizes symmetry to teach integer concepts to fourth graders. Compared to two control conditions, children who went through the experimental curriculum showed evidence of incorporating symmetry into their mental representations of integers and performed higher on problems beyond the scope of instruction, including negative fractions and algebra-readiness problems. Gains did not come at the expense of basic integer computation skill. This study has direct practical implications, as current integers curricula generally omit symmetry. The research demonstrates an approach to designing instruction that involves identifying perceptuo-motor functionalities underlying numerical cognition and creating learning activities to recruit them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01