Body-based activities in secondary geometry: An analysis of learning and viewpoint

Carmen Petrick Smith

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Body-based activities in secondary geometry: An analysis of learning and viewpoint

机译：中学几何中基于身体的活动：对学习和观点的分析

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摘要

Body-based activities have the potential to support mathematics learning, but we know little about the impact they have in the classroom. This study compares high school geometry students learning through either body-based or analogous non-body-based activities over the course of a two-week unit on similarity. Pre- and post-tests revealed that while students in both conditions showed gains in content area comprehension over the course of the study, the body-based condition showed significantly greater gains. Further, there were differences in the language students used to describe the learning activities at the end of the unit that may have contributed to the differences in learning gains. The students in the body-based condition included more mathematical and nonmathematical details in their recollections. Additionally, students in the body-based condition were more likely to recall their experiences from a first-person perspective, while students in the control condition were more likely to use a third-person perspective.

机译：基于身体的活动有可能支持数学学习，但我们对其在课堂上的影响知之甚少。这项研究比较了高中几何学生在为期两周的相似性课程中通过基于身体或类似的非基于身体的活动学习的情况。测验前和测验表明，虽然两种情况下的学生在学习过程中都表现出对内容区域理解的提高，但身体条件下的学习者却表现出更大的收获。此外，在单元末尾，学生用来描述学习活动的语言存在差异，这可能是导致学习收益差异的原因。基于身体状况的学生在回忆中包括了更多的数学和非数学细节。此外，处于身体状态的学生更有可能从第一人称视角回忆他们的经历，而处于控制状态的学生则更有可能使用第三人称视角。

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《School Science and Mathematics》 |2018年第5期|179-189|共11页
作者
Carmen Petrick Smith;
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作者单位

Department of Education, University of Vermont, Burlington, Vermont;

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正文语种 eng
中图分类
关键词
geometry; learning processes; manipulatives; math/math education; representation; teachers and teaching;

机译：几何;学习过程;操作;数学/数学教育;表示;教师与教学;

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机译：非单视点折反射相机：几何和分析

Body-based activities in secondary geometry: An analysis of learning and viewpoint

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