Toward an embodied-interaction design framework for mathematical concepts
Toward an embodied-interaction design framework for mathematical concepts
复制标题
迈向数学概念的体现交互设计框架
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
Dragan Trninic
中科院分区：
文献类型：
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作者：
Dor Abrahamson;Dragan Trninic
最近，经验支持的认知理论表明，人类推理，包括数学问题的解决，是基于默示的时空模拟动作。这些发现对教学理念和设计的影响可能是重大的。在此，我们以设计为基础的研究成果为基础，重点探索具身互动（EI）在数学学习中的潜力。我们概述了两个新兴的、相互的贡献：(1)关于自动反馈在构建概念发展基础上的感知运动方案中的作用的社会认知观点；(2)启发式EI设计框架。我们将这些想法根植于儿童参与比例EI设计的小插图中。利用EI原则的移动设备的日益普及和使用表明，从这一研究方向发展而来的大量传播材料是可行的。
Recent, empirically supported theories of cognition indicate that human reasoning, including mathematical problem solving, is based in tacit spatial-temporal simulated action. Implications of these findings for the philosophy and design of instruction may be momentous. Here, we build on design-based research efforts centered on exploring the potential of embodied interaction (EI) for mathematics learning. We sketch two emerging, reciprocal contributions: (1) a sociocognitive view on the role of automated feedback in building the perceptuomotor schemes that undergird conceptual development; and (2) a heuristic EI design framework. We ground these ideas in vignettes of children engaging an EI design for proportion. Increasing ubiquity and access to mobile devices geared to avail of EI principles suggests the feasibility of mass-disseminating materials evolving from this line of research.