Applying Embodied Cognition: From Useful Interventions and Their Theoretical Underpinnings to Practical Applications

Autor/inn/en	Dackermann, Tanja; Fischer, Ursula; Nuerk, Hans-Christoph; Cress, Ulrike; Moeller, Korbinian
Titel	Applying Embodied Cognition: From Useful Interventions and Their Theoretical Underpinnings to Practical Applications
Quelle	In: ZDM: The International Journal on Mathematics Education, 49 (2017) 4, S.545-557 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-017-0850-z
Schlagwörter	Children; Mathematics Instruction; Teaching Methods; Human Body; Training; Spatial Ability; Age Groups; Instructional Effectiveness; Number Concepts; Kindergarten; Mathematics Skills; Basic Skills; Motion + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Menschlicher Körper; Ausbildung; Räumliches Vorstellungsvermögen; Age grop; Altersgruppe; Unterrichtserfolg; Number concept; Zahlbegriff; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Basic skill; Grundfertigkeit; Bewegungsablauf
Abstract	"Embodied trainings" allowing children to move their whole body in space have recently been shown to foster the acquisition of basic numerical competencies (e.g. magnitude understanding, addition performance). Following a brief summary of recent embodied training studies, we integrate the different results into a unified model framework to elucidate the working mechanisms of embodied trainings: Mapping processes, interaction between different regions of personal space, and the integration of different spatial frames of reference are addressed as potential factors underlying the effectiveness of embodied numerical trainings. In the concluding section, we elaborate on the practical applications of embodied numerical trainings in educational setting. We discuss under which circumstances embodied trainings work best, that is, for which age group and/or which numerical content embodied trainings should be most beneficial and which aspects need to be considered when aiming at applying embodied numerical trainings in formal educational settings like kindergartens or schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01