EXP: Mobile, Movement, and Math

EXP：移动、运动和数学

• 批准号: 1217093
• 负责人: John Black
• 金额: $ 54.99万
• 依托单位: Teachers College, Columbia University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-09-01 至 2016-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1217093&HistoricalAwards=false
• 关键词: EXP; Mobile; Movement; Math

The project team is integrating the stories, characters, math content, and research of New York's public television station's (WNET), Cyberchase multimedia project with Teachers' College's research on embodied cognition theory and gesture-base simulation games to create two mobile application prototypes to be used in studies focused on learning with technology that takes embodied cognition theory into account in the context of story narrative. The content focus of the research and development is fractions, a topic that is a major stumbling block for children in the target age group of 8-11, yet lays a crucial foundation for later success in mathematics, science, and related fields. Grounded theory suggests that our cognition is grounded in the physical world we live in and the ways our bodies are able to move and perceive. According to this theory, there are three steps involved in learning something in a grounded way -- having embodied experiences (ones where our bodies take part), learning to imagine that embodied experience, and practicing imagining the experience with symbolic materials. The physical movements do not have to be big ones; simply moving a finger across an expanse to designate numerical magnitude has been shown to help with understanding of magnitude, for example. What is important is that the gestures should be conceptually congruent with knowledge being learned. Research addresses the conditions under which gesture-based math practice (here, in the context of the math games) promotes better math learning and the interactions between gesture and story line that are effective in promoting sustained engagement and content learning. The project's research and design context tests a basic design framework that integrates the promises of new technology, embodied cognition theory, and well-loved story narratives and has potential to be applicable to the the teaching of other mathematics concepts and, more broadly, to a variety of STEM disciplines.This project focuses on fraction learning, a stumbling block for many elementary schoolers. The team is applying what is known about the relationship between body movement and learning to develop engaging apps for smartphones and tablets with touch screens that allow youngsters (ages 8 to 11) to experience mathematical concepts through their gestures and that give them practice applying the mathematics they are learning in a variety of situations. Use of the apps is embedded in discussion and play in the context of a well-loved television series called Cyberchase (developed by New York's WNET) that promotes mathematics learning. Research is investigating the conditions under which use of gesture promotes mathematics learning and effective ways of integrating mathematics practice, reflection, and story telling so that children will better understand and be able to use fractions. Answers to research questions is expected to be applicable in other areas of mathematics and across STEM disciplines.

项目团队正在将纽约公共电视台（WNET）Cyber​​chase多媒体项目的故事、人物、数学内容和研究与师范学院的具身认知理论和基于手势的模拟游戏的研究相结合，创建两个移动应用程序原型可用于专注于利用技术进行学习的研究，这些研究在故事叙述的背景下考虑了具身认知理论。研发的内容重点是分数，这个话题对于8-11岁目标年龄段的孩子来说是一个主要的绊脚石，但却为以后在数学、科学和相关领域的成功奠定了重要的基础。扎根理论表明，我们的认知植根于我们生活的物理世界以及我们的身体移动和感知的方式。根据这一理论，以扎根的方式学习某些东西涉及三个步骤：体验具体体验（我们的身体参与的体验），学习想象具体体验，并练习用象征材料想象体验。身体动作不一定要很大，但要适当。例如，只需在一片区域上移动手指即可指定数值震级，这已被证明有助于理解震级。重要的是手势在概念上应该与所学的知识一致。研究解决了基于手势的数学练习（这里是在数学游戏的背景下）促进更好的数学学习以及手势和故事情节之间的互动的条件，这些互动有效地促进持续参与和内容学习。该项目的研究和设计背景测试了一个基本的设计框架，该框架整合了新技术的前景、具体认知理论和广受欢迎的故事叙述，并有可能适用于其他数学概念的教学，更广泛地说，适用于数学概念的教学。各种 STEM 学科。该项目重点关注分数学习，这是许多小学生的绊脚石。该团队正在应用已知的身体运动与学习之间的关系，为带有触摸屏的智能手机和平板电脑开发引人入胜的应用程序，让青少年（8 至 11 岁）通过手势体验数学概念，并练习应用数学他们在各种情况下学习。这些应用程序的使用嵌入了一部名为 Cyber​​chase（由纽约 WNET 开发）的广受喜爱的电视连续剧中的讨论和游戏，该电视连续剧旨在促进数学学习。研究正在调查使用手势促进数学学习的条件，以及整合数学实践、反思和讲故事的有效方法，以便孩子们更好地理解和使用分数。研究问题的答案预计适用于数学的其他领域和跨 STEM 学科。