Grounding (fairly) complex numerical knowledge: an educational example
journal contributionposted on 2022-12-16, 14:50 authored by Martin H Fischer, Arthur M Glenberg, Korbinian MoellerKorbinian Moeller, Samuel Shaki
In this article, we contextualize and discuss an on-line contribution to this special issue in which a video-recorded lecture demonstrates the teaching of an abstract mathematical concept, namely regression to the mean. We first motivate the pertinence of this example from the perspective of embodied cognition. Then, we identify mechanisms of teaching that reflect embodied cognitive practices, such as the concreteness fading approach. Rather than a comprehensive review of multiple extensive literatures, this article provides the interested reader with several sources or entries into those literatures.
- Mathematics Education Centre
Published inPsychological Research
- AM (Accepted Manuscript)
Rights holder© The Author(s), under exclusive licence to Springer-Verlag
Publisher statementThis paper was accepted for publication in the journal Psychological Research and the definitive published version is available at https://doi.org/10.1007/s00426-021-01577-4