TY - JOUR
T1 - Grounding (fairly) complex numerical knowledge
T2 - an educational example
AU - Fischer, Martin H.
AU - Glenberg, Arthur M.
AU - Moeller, Korbinian
AU - Shaki, Samuel
N1 - Publisher Copyright:
© 2021, The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature.
PY - 2022/11
Y1 - 2022/11
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85118833863&partnerID=8YFLogxK
U2 - 10.1007/s00426-021-01577-4
DO - 10.1007/s00426-021-01577-4
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AN - SCOPUS:85118833863
SN - 0340-0727
VL - 86
SP - 2389
EP - 2397
JO - Psychological Research
JF - Psychological Research
IS - 8
ER -