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題名：數學與肢體運動：應用「體現認知」於數學教學
書刊名：臺灣數學教師
作者：林勇吉
作者(外文)：Lin, Yung-chi
出版日期：2021
卷期：42:1
頁次：頁17-28
主題關鍵詞：手勢；具象化；肢體運動；體現認知
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:3
  • 點閱點閱:2
期刊論文
1.Núñez, R. E.、Edwards, L. D.、Filipe Matos, J.(1999)。Embodied Cognition as Grounding for Situatedness and Context in Mathematics Education。Educational Studies in Mathematics，39(1-3)，45-65。  new window
2.Alibali, M. W.、Nathan, M. J.(2012)。Embodiment in mathematics teaching and learning: evidence from learners' and teachers' gestures。Journal of the Learning Sciences，21(2)，247-286。  new window
3.Fischer, U.、Moeller, K.、Bientzle, M.、Cress, U.、Nuerk, H. C.(2011)。Sensori-motor spatial training of number magnitude representation。Psychonomic Bulletin & Review，18(1)，177-183。  new window
4.Glenberg, A. M.、Witt, J. K.、Metcalfe, J.(2013)。From the revolution to embodiment: 25 years of cognitive psychology。Perspectives on Psychological Science，8(5)，573-585。  new window
5.連宥鈞、吳昭容(20201000)。手勢融入範例對低能力學生運算與幾何學習的影響。臺灣數學教育期刊，7(2)，45-70。new window  延伸查詢new window
6.Bazzini, L.(2001)。From grounding metaphors to technical devices: a call for legitimacy in school mathematics。Educational Studies in Mathematics，47，259-271。  new window
7.Belcastro, S.-M.、Schaffer, K.(2011)。Dancing mathematics and the mathematics of dance。Math Horizons，18(3)，16-20。  new window
8.Carbonneau, K. J.、Marley, S. C.、Selig, J. P.(2013)。A meta-analysis of the efficacy of teaching mathematics with concrete manipulatives。Journal of Educational Psychology，105(2)，380-400。  new window
9.Dackermann, T.、Fischer, U.、Nuerk, H.-C.、Cress, U.、Moeller, K.(2017)。Applying embodied cognition: from useful interventions and their theoretical underpinnings to practical applications。ZDM，49(4)，545-557。  new window
10.Flood, V. J.、Shvarts, A.、Abrahamson, D.(2020)。Teaching with embodied learning technologies for mathematics: responsive teaching for embodied learning。ZDM，52，1381-1396。  new window
11.Gallese, V.、Lakoff, G.(2005)。The brain's concepts: The role of the sensory-motor system in conceptual knowledge。Cognitive Neuropsychology，22，455-479。  new window
12.Moeller, K.、Fischer, U.、Link, T.、Wasner, M.、Huber, S.、Cress, U.、Nuerk, H.-C.(2012)。Learning and development of embodied numerosity。Cognitive Processing，13(Suppl. 1)，271-274。  new window
13.Riley, N.、Lubans, D.、Holmes, K.、Hansen, V.、Gore, J.、Morgan, P.(2017)。Movement-based mathematics: Enjoyment and engagement without compromising learning through the EASY Minds Program。EURASIA Journal of Mathematics, Science and Technology Education，13(6)，1653-1673。  new window
14.Tall, D.(2004)。Building theories: The three worlds of mathematics。For the Learning of Mathematics，24(1)，29-32。  new window
15.Tran, C.、Smith, B.、Buschkuehl, M.(2017)。Support of mathematical thinking through embodied cognition: Nondigital and digital approaches。Cognitive Research: Principles and Implications，2(1)。  new window
16.Wilson, Margaret(2002)。Six Views of Embodied Cognition。Psychonomic Bulletin and Review，9(4)，625-636。  new window
圖書
1.Lave, J.(1988)。Cognition in practice: Mind, mathematics and culture in everyday life。Cambridge University Press。  new window
2.Freudenthal, H.(1973)。Mathematics as an educational task。Dordrecht。  new window
3.Rosenfeld, M.(2017)。Math on the move: Engaging students in whole body learning。Heinemann。  new window
4.Núñez, Rafael E.、Lakoff, George(2000)。Where mathematics comes from: How the embodied mind brings mathematics into being。Basic Books。  new window
其他
1.Koontz, S.(2010)。Math and movement training manual for elementary grades，https://mathmadefun.com/product/math-movement-training/。  new window
 
 
 
 
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