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10-11-2021 | Original Article

Grounding (fairly) complex numerical knowledge: an educational example

Auteurs: Martin H. Fischer, Arthur M. Glenberg, Korbinian Moeller, Samuel Shaki

Gepubliceerd in: Psychological Research | Uitgave 8/2022

Abstract

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.

vorige artikel Abstract concepts: external influences, internal constraints, and methodological issues

volgende artikel Embodiment and learning of abstract concepts (such as algebraic topology and regression to the mean)

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Titel: Grounding (fairly) complex numerical knowledge: an educational example
Auteurs: Martin H. Fischer
Arthur M. Glenberg
Korbinian Moeller
Samuel Shaki
Publicatiedatum: 10-11-2021
Uitgeverij: Springer Berlin Heidelberg
Gepubliceerd in: Psychological Research / Uitgave 8/2022
Print ISSN: 0340-0727
Elektronisch ISSN: 1430-2772
DOI: https://doi.org/10.1007/s00426-021-01577-4

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