Moeller_Fischer+21_PsyRes_EmbodiedMathTeaching_final.pdf (229.75 kB)
Grounding (fairly) complex numerical knowledge: an educational example
journal contribution
posted on 2022-12-16, 14:50 authored by Martin H Fischer, Arthur M Glenberg, Korbinian MoellerKorbinian Moeller, Samuel ShakiIn 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.
History
School
- Science
Department
- Mathematics Education Centre
Published in
Psychological ResearchVolume
86Issue
8Pages
2389-2397Publisher
SpringerVersion
- AM (Accepted Manuscript)
Rights holder
© The Author(s), under exclusive licence to Springer-VerlagPublisher statement
This paper was accepted for publication in the journal Psychological Research and the definitive published version is available at https://doi.org/10.1007/s00426-021-01577-4Publication date
2021-11-10Copyright date
2021ISSN
0340-0727eISSN
1430-2772Publisher version
Language
- en