A Call for Translational Research in Embodied Learning in Early Mathematics and Science Education: The ELEMS Project
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| Title: | A Call for Translational Research in Embodied Learning in Early Mathematics and Science Education: The ELEMS Project |
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| Language: | English |
| Authors: | Way, Jennifer, Ginns, Paul, Mathematics Education Research Group of Australasia (MERGA) |
| Source: | Mathematics Education Research Group of Australasia. 2022. |
| Availability: | Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ |
| Peer Reviewed: | N |
| Page Count: | 8 |
| Publication Date: | 2022 |
| Document Type: | Speeches/Meeting Papers Reports - Evaluative |
| Education Level: | Early Childhood Education |
| Descriptors: | Tactual Perception, Mathematics Education, Science Education, Freehand Drawing, Teaching Methods, Nonverbal Communication, Motion, Early Childhood Education, Outcomes of Education |
| Abstract: | Previous psychological, neuroscientific, and educational research indicates that a focus on individual haptic modes of learning (touch, body movement, gesture, tracing), and on the development of emerging mathematical and scientific drawing, can enhance children's learning in mathematics and science. However, most of these studies have focused on one embodied mode and one piece of content, and many have been laboratory studies with limited ecological validity. Though less numerous, educational studies in classroom settings have confirmed the potential of particular haptic-mode strategies to improve learning outcomes. Missing from the body of research are studies that take an integrated approach to developing embodiment-rich pedagogy with teachers in authentic classroom settings. This paper argues that translational research is needed to develop evidence-based, curriculum-connected advice for teachers. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | ED623747 |
| Database: | ERIC |
| Abstract: | Previous psychological, neuroscientific, and educational research indicates that a focus on individual haptic modes of learning (touch, body movement, gesture, tracing), and on the development of emerging mathematical and scientific drawing, can enhance children's learning in mathematics and science. However, most of these studies have focused on one embodied mode and one piece of content, and many have been laboratory studies with limited ecological validity. Though less numerous, educational studies in classroom settings have confirmed the potential of particular haptic-mode strategies to improve learning outcomes. Missing from the body of research are studies that take an integrated approach to developing embodiment-rich pedagogy with teachers in authentic classroom settings. This paper argues that translational research is needed to develop evidence-based, curriculum-connected advice for teachers. |
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