Does a Drama-Inspired "Mirroring" Exercise Enhance Mathematical Learning?

Autor/inn/en	Smyrnis, Eleni; Ginns, Paul
Titel	Does a Drama-Inspired "Mirroring" Exercise Enhance Mathematical Learning?
Quelle	In: Educational and Developmental Psychologist, 33 (2016) 2, S.178-186 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2059-0776
DOI	10.1017/edp.2016.17
Schlagwörter	Drama; Teaching Methods; Mathematics Instruction; Problem Solving; Control Groups; Cognitive Ability; College Students; Metacognition; Intervention; Cooperative Learning; Mathematics Achievement; Instructional Effectiveness; Learning Processes + Suchen Sie Ihr Suchwort? Schauspiel; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Problemlösen; Denkfähigkeit; Collegestudent; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kooperatives Lernen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterrichtserfolg; Learning process; Lernprozess
Abstract	Learning from complex instructional materials typically requires sustained attention, but many learners--both children and adults--may find their minds "wandering" when learning. Drama educators have argued that "mirroring" exercises, where students in pairs or groups mirror each other's movements, improve attention; but, to date, evidence for this claim is anecdotal. This exploratory study investigated the effects of a prelearning mirroring intervention on mathematical performance from the perspective of cognitive load theory. Twenty-six university students engaged in a mindful and embodied mirroring activity before learning a rapid mental mathematics strategy. Effects on learning were evaluated using two mathematical problem-solving tests completed after learning the maths strategy. Compared to the non-mirroring condition, students in the mirroring condition solved subsequent test problems more quickly than those in the control condition. Initial evidence thus suggests a mirroring intervention may enhance the quality of learning during mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01