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Embodied Learning of Numerosity - Math with the Mat

数字的具体学习 - 垫子上的数学

基本信息

批准号：
232230971
负责人：
Professorin Dr. Ulrike Cress
金额：
--
依托单位：
Leibniz-Institut für Wissensmedien (IWM)
依托单位国家：
德国
项目类别：
Research Grants
财政年份：
2013
资助国家：
德国
起止时间：
2012-12-31 至 2018-12-31
项目状态：
已结题

来源：
https://gepris.dfg.de/gepris/projekt/232230971?language=en
关键词：
Embodied Learning Numerosity Math Mat

项目摘要

There is accumulating evidence suggesting that a spatial representation of number magnitude (e.g., along a mental number line) is important for children´s numerical development. In particular, recent studies indicate that sensorimotor experiences can support this development as suggested by theories of embodied cognition. During the first and second funding period, we investigated the interplay of perception and action for the training of basic numerical competencies. The developed and evaluated embodied trainings consistently led to a more pronounced training effect in improving elementary school children´s numerical competencies than control trainings without embodied elements. The results of these studies where not just practically, but also theoretically conclusive, and warrant further expansion to new numerical contents. Therefore, the current proposal focuses on the processing of negative numbers utilizing the digital dance mat. The understanding of negative numbers is an important ability relevant in everyday life, for example when dealing with temperature, but is also a building block for many complex arithmetic procedures. The benefit of investigating this concept using the digital dance mat is the possibility of creating an embodied experience of negative numbers by means of the polarity (i.e., positive or negative) of numbers. In particular, polarity signs allow for an embodied distinction between positive and negative numbers (e.g., by making steps to the left for negative numbers and to the right for positive numbers) - comparable to the distinction between small and large numbers. In the proposed project, we first aim at investigating whether the spatial association of numbers observed for positive numbers in children can be generalized to negative numbers. Such associations have only been investigated in adult participants so far. In the next step, we then plan to evaluate whether an embodied training can be an effective way to improve children´s understanding of negative numbers. Because negative numbers are introduced in secondary school (grades 5 to 7), this also reflects an expansion of the embodied training approach beyond elementary school. In a last step, we then intend to examine the directionality of the relationship between full-body movement and numerical representations by using movement as a dependent variable. In contrast to the prior studies of the project, in which we investigated the influence of movement on number processing, this would allow us to investigate the inverse influence of numerical information on movement. With this focus on practically relevant basic research, the project allows for inferences about the development of the representation of negative numbers and broadens the applicability of embodied numerical trainings to new contents and age groups.

越来越多的证据表明，数字大小的空间表示（例如，沿着心理数字线）对于儿童的数字发展很重要。特别是，最近的研究表明，如具身认知理论所表明的，感觉运动体验可以支持这种发展。在第一和第二资助期间，我们研究了基本数字能力训练的感知和行动的相互作用。所开发和评估的具身训练在提高小学生的数字能力方面始终比没有具身元素的对照训练产生更明显的训练效果。这些研究的结果不仅具有实践意义，而且在理论上也具有结论性，并值得进一步扩展到新的数值内容。因此，当前的提案侧重于利用数字舞垫处理负数。对负数的理解是日常生活中的一项重要能力，例如在处理温度时，但也是许多复杂算术程序的基础。使用数字舞垫研究这个概念的好处是可以通过数字的极性（即正或负）来创建负数的具体体验。特别是，极性符号允许正数和负数之间的具体区别（例如，通过向左迈出负数，向右迈出正数）——类似于小数和大数之间的区别。在拟议的项目中，我们首先旨在调查观察到的儿童正数数字的空间关联是否可以推广到负数。迄今为止，仅在成年参与者中对这种关联进行了调查。下一步，我们计划评估具体训练是否可以成为提高孩子对负数理解的有效方法。由于负数是在中学（5至7年级）引入的，这也反映了具体培训方法扩展到小学以外的领域。在最后一步中，我们打算通过使用运动作为因变量来检查全身运动和数字表示之间关系的方向性。与该项目之前的研究相比，我们研究了运动对数字处理的影响，这将使我们能够研究数字信息对运动的反向影响。该项目侧重于实际相关的基础研究，可以对负数表示的发展进行推论，并将具体数值训练的适用性扩大到新内容和年龄组。