Catalyst to Develop a Center for Research on Embodied Mathematical Cognition

SLC催化剂：具身数学认知、技术和学习的研究本次SLC催化剂活动的目标是聚集教育、神经科学、心理学、社会学和数学领域的顶尖研究人员，制定计划，建立一个学习科学中心，从事关于具身数学认知、技术和学习的研究。该中心将开发理论和实证研究，涉及(A)涉及数学描述和分析的新技术和新类型专业工作的迅速出现，(B)为所有学生提供平等接触强大形式的数学思维的挑战，以及(C)需要使学习者为日益不可预测的工作和公共生活需求做好准备。中心参与者将这些领域的积极研究议程带入了CATALYER项目。该中心借鉴了社会、行为和脑科学的一系列新研究，将制定一项关于参与有目的的数学活动的互动、物理和体现方面的协调研究计划。这些研究包括关于视觉、凝视、触摸、身体运动、手势、绘画和符号推导如何参与数学分析和论证的实地和实验室研究。这些研究将特别注意物理/计算设备在数学教与学中的作用。该中心将举办三次现场研讨会，首先在范德比尔特大学，然后在加利福尼亚州南部和北部的大学校园。在这些研讨会之前，中心的参与者将参加三个在线研讨会。这些研讨会的目的是回顾参与者家庭学科的相关文献，使用共享的经验案例来奠定理论讨论的基础(例如，来自课堂、工作场所和实验室环境中先前研究的案例)，开发一套将为中心参与者的工作框架的理论论文，并为一个多年的学习科学研究中心开发一个关于具体化数学认知的协调研究计划。

SLC Catalyst: Research on Embodied Mathematical Cognition, Technology, and LearningThe goal of this SLC Catalyst activity is to bring together leading researchers in the fields of education, neuroscience, psychology, sociology, and mathematics to develop plans for a Science of Learning Center that pursues research on embodied mathematical cognition, technology, and learning. The Center will develop theory and empirical research that can encompass (a) the rapid emergence of new technologies and types of professional work that involve mathematical description and analysis, (b) the challenges of providing all students with equitable access to powerful forms of mathematical thinking, and (c) the need to prepare learners for the increasingly unpredictable demands of work and public life. Center participants bring active research agendas in these areas to the catalyst project. Drawing from a broad array of new research in the social, behavioral and brain sciences, the Center will develop a coordinated program of research on interactive, physical, and embodied aspects of participating in purposeful mathematical activity. These include field and laboratory studies of how vision, gaze, touch, body motion, gesture, drawing, and symbolic derivation are involved in mathematical analysis and argumentation. These studies will pay particular attention to the role of physical/computational devices in the teaching and learning of mathematics. The Center will conduct three on-site workshops, starting at Vanderbilt University and then on university campuses in southern and northern California. Leading up to these workshops, Center participants will engage in three online seminars. The purpose of these seminars is to review relevant literature in participants' home disciplines, use shared empirical cases to ground theoretical discussion (e.g., cases drawn from prior research in classroom, workplace, and laboratory settings), to develop a set of theoretical papers that will frame work of center participants, and to develop a coordinated research program on embodied mathematical cognition for a multi-year science of learning research center.