手势可以帮助儿童学习数学:研究人员如何与教师合作,使手势研究适用于课堂。

IF 5.4 2区 生物学 Q1 BIOLOGY Philosophical Transactions of the Royal Society B: Biological Sciences Pub Date : 2024-10-07 Epub Date: 2024-08-19 DOI:10.1098/rstb.2023.0156
Amanda Seccia, Susan Goldin-Meadow
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引用次数: 0

摘要

我们做出的手势具有多种功能--它们影响我们的交流,引导我们的注意力,帮助我们思考并改变我们的思考方式。因此,手势还能帮助我们学习、归纳所学知识并长期保持这些知识。以手势为基础的数学教学效果已经得到了很好的研究。然而,这些研究很少能直接应用于课堂环境。在此,我们回顾了一些文献,这些文献强调了在教授和学习数学时制作和观察手势的益处,我们还为设计研究提供了建议,这些建议着眼于如何将手势可行地应用于课堂学习。本文是 "运动中的思维:人工智能时代的具身认知 "主题刊物的一部分。
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Gestures can help children learn mathematics: how researchers can work with teachers to make gesture studies applicable to classrooms.

The gestures we produce serve a variety of functions-they affect our communication, guide our attention and help us think and change the way we think. Gestures can consequently also help us learn, generalize what we learn and retain that knowledge over time. The effects of gesture-based instruction in mathematics have been well studied. However, few of these studies are directly applicable to classroom environments. Here, we review literature that highlights the benefits of producing and observing gestures when teaching and learning mathematics, and we provide suggestions for designing research studies with an eye towards how gestures can feasibly be applied to classroom learning. This article is part of the theme issue 'Minds in movement: embodied cognition in the age of artificial intelligence'.

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来源期刊
CiteScore
11.80
自引率
1.60%
发文量
365
审稿时长
3 months
期刊介绍: The journal publishes topics across the life sciences. As long as the core subject lies within the biological sciences, some issues may also include content crossing into other areas such as the physical sciences, social sciences, biophysics, policy, economics etc. Issues generally sit within four broad areas (although many issues sit across these areas): Organismal, environmental and evolutionary biology Neuroscience and cognition Cellular, molecular and developmental biology Health and disease.
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