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Grounding (fairly) complex numerical knowledge: an educational example

journal contribution
posted on 18.11.2021, 13:51 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.

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

Psychological Research

Pages

(9)

Publisher

SPRINGER HEIDELBERG

Version

AM (Accepted Manuscript)

Rights holder

© The Author(s), under exclusive licence to Springer-Verlag

Publisher 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/s00426-021-01577-4

Publication date

2021-11-10

ISSN

0340-0727

eISSN

1430-2772

Language

en

Depositor

Prof Korbinian Moeller. Deposit date: 17 November 2021