Mimicking Tracing Actions Enhances Young Children's Mathematical Learning

Autor/inn/en	Smyrnis, Eleni; Ginns, Paul; Bobis, Janette
Titel	Mimicking Tracing Actions Enhances Young Children's Mathematical Learning
Quelle	In: Applied Cognitive Psychology, 36 (2022) 6, S.1356-1364 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smyrnis, Eleni) ORCID (Ginns, Paul) ORCID (Bobis, Janette)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4080
DOI	10.1002/acp.4019
Schlagwörter	Mathematics Instruction; Mathematical Concepts; Teaching Methods; Cognitive Ability; Learning Processes; Imitation; Grade 2; Elementary School Students; Psychomotor Skills; Student Motivation; Performance; Outcomes of Education; Concept Formation + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Learning process; Lernprozess; School year 02; 2. Schuljahr; Schuljahr 02; Psychomotorische Aktivität; Schulische Motivation; Achievement; Leistung; Lernleistung; Schulerfolg; Concept learning; Begriffsbildung
Abstract	Learning mathematical concepts and procedures typically requires extended cognitive effort, presenting a challenge for many children. People can make tracing actions with the index finger, as well as mimic another's movements, with little or no conscious effort. From the perspective of cognitive load theory, such biologically primary actions may facilitate learning biologically secondary concepts and skills requiring extensive cognitive effort, such as mathematics. The present study investigated effects on learning processes and outcomes of students mimicking a teacher's tracing actions from the perspective of an evolutionarily informed cognitive load theory. One hundred and thirteen Grade Two children learned about number lines, either observing a teacher tracing out elements of worked examples with her index finger, or mimicking the teacher's tracing actions with their own index finger. In accord with hypotheses, results indicated enhanced performance due to mimicking on cognitive load, motivation, and post-test performance. Directions for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01