Lerarenopleidingen Science en Wiskunde/Rekenen

Lerarenopleidingen Science en Wiskunde/Rekenen

Embodied cognition / Embodiment

 ‘Belichaamde cognitie’ (embodied cognition) is de theorie dat vele kenmerken van cognitie, al dan niet menselijk, worden gevormd door aspecten/eigenschappen van het gehele lichaam van het organisme.

Internationaal is er de nodige aandacht voor onderzoek naar embodied cognition, zo ook in Nederland, bijv. bij deze groep ‘Embodied design’ embodieddesign.sites.uu.nl.

Verwijzingen

  • Abrahamson, D. and Bakker, A. (2016). Making sense of movement in embodied design for mathematics learning (PDF) Cognitive Research: Principles and Implications, 1(1), 33. doi:10.1186/s41235-016-0034-3 .
  • Duijzer, A. C. G., Van den Heuvel-Panhuizen, M., Veldhuis, M., Boom, J., Doorman, L. M. and Leseman, P. P. M. (2020). Moving towards understanding: Students interpret and construct motion graphs (PDF) Mediterranean Journal for Research in Mathematics Education, 17, 25-51. .
  • Duijzer, A. C. G., Van den Heuvel-Panhuizen, M., Veldhuis, M. and Doorman, L. M. (2019). Supporting primary school students’ reasoning about motion graphs through physical experiences (PDF) ZDM – International Journal on Mathematics Education, 51(6), 899–913. doi:10.1007/s11858-019-01072-6 .
  • Duijzer, A. C. G., Van den Heuvel-Panhuizen, M., Veldhuis, M., Doorman, L. M. and Leseman, P. P. M. (2019). Embodied Learning Environments for Graphing Motion: a Systematic Literature Review (PDF) Educational Psychology Review, 31(3), 597-629. doi:10.1007/s10648-019-09471-7 .
  • Fyhn, A. B. (2010). Climbing and Angles: A Study of how two Teachers Internalise and Implement the Intentions of a Teaching Experiment (PDF) TMME, 7(2,3), 275. .
  • Johnson-Glenberg, M. C., Birchfield, D., Tolentino, L. and Koziupa, T. (2012). Technology-enabled Embodied Learning Environments: Two STEM Studies, Games, Learning & Society Conference 2012. Madison.
  • Komen, A. (2017). Combining multiplication table practice with learning to juggle to improve enjoyment in a classroom setting (PDF). Amsterdam: Vrije Universiteit.
  • Lakoff, G. and Nunez, R. (2010). Where Mathematics Comes From: How the Embodied Mind Brings Mathematics Into Being. New York: Basic Books.
  • Lakoff, G. and Núñez, R. E. (2000). Where Mathematics Comes From: How the Embodied Mind Brings Mathematics into Being (PDF). New York: Basic Books.
  • Leseman, P. and Van den Heuvel-Panhuizen, M. (2012). Perception-Action Affordances in Mathematics, Science and Technology Education (PDF). Utrecht: Utrecht University.
  • Link, T., Moeller, K., Huber, S., Fischer, U. and Nuerk, H.-C. (2013). Walk the number line – An embodied training of numerical concepts Trends in Neuroscience and Education, 2(2), 74-84. doi:10.1016/j.tine.2013.06.005 .
  • Marghetis, T. and Núñez, R. (2013). The Motion Behind the Symbols: A Vital Role for Dynamism in the Conceptualization of Limits and Continuity in Expert Mathematics Topics in Cognitive Science, 5(2013), 299–316. doi:10.1111/tops.12013 .
  • Markusse, A. (2014). Wiscodans en Keerdans – leren over symmetrie via dans Reken-wiskundeonderwijs: onderzoek, ontwikkeling, praktijk, 33, 78-82. .
  • Martin, J. (2008). Restructuring Activity and Place: Augmented Reality Games on Handhelds (PDF) In V. Jonker, G. Kanselaar, P. Kirschner and F. Prins (Eds.), International Conference of the Learning Sciences (ICLS). Utrecht, the Netherlands: ISLS.
  • Niebert, K., Marsch, S. and Treagust, D. F. (2012). Understanding Needs Embodiment: A Theory-Guided Reanalysis of the Role of Metaphors and Analogies in Understanding Science (PDF) Science Education, 96(5), 849-877. doi:10.1002/sce.21026 .
  • Núñez, R. (2006). Do real numbers really move? Language, thought and gesture: the embodied cognitive foundations of mathematics (PDF). In R. Hersh (Ed.), 18 Unconventional essays on the nature of mathematics (pp. 160-181). New York: Springer.
  • Núñez, R. (2007). The cognitive science of mathematics: why is it relevant for mathematics education (PDF). In R. Lesh, E. Hamilton and J. J. Kaput (Eds.), Foundations for the Future in Mathematics Education (pp. 127-154). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Núñez, R. (2011). On the Science of Embodied Cognition in the 2010s: Research Questions, Appropriate Reductionism, and Testable Explanations (PDF) Journal of the Learning Sciences. doi:10.1080/10508406.2011.614325 .
  • Núñez, R., Cooperrider, K. and Wassmann, J. (2012). Number Concepts without Number Lines in an Indigenous Group of Papua New Guinea (PDF) PLoS ONE, 7(4). doi:10.1371/journal.pone.0035662 .
  • Núñez, R., Doan, D. and Nikoulina, A. (2011). Squeezing, striking, and vocalizing: Is number representation fundamentally spatial? (PDF) Cognition, 2011, 12. doi:10.1016/j.cognition.2011.05.001 .
  • Núñez, R. E. (2011). No innate number line in the human brain (PDF) Journal of Cross-Cultural Psychology, 42(651). doi:10.1177/0022022111406097 .
  • Smith, L. and Gasser, M. (2005). The Development of Embodied Cognition: Six Lessons from Babies (PDF) Artificial Life, 11, 13-29. .
  • Van den Heuvel-Panhuizen, M. and Leseman, P. (2012). Embodied cognition and representational redescription in children’s understanding of phenomena in mathematics, science and technology (PDF). Utrecht: Universiteit Utrecht.
  • Veeragoudar Harrell, S. and Abrahamson, D. (2007). Computational Literacy and Mathematics Learning in a Virtual World: Identity, Embodiment, and Empowered Media Engagement, CSCL 2007. New Brunswick, NJ, USA.
  • Wijers, M. and Jonker, V. (2010). MobileMath: a location-aware game for mathematics (PDF). In E. Brown (Ed.), Location-based and contextual mobile learning: a report from the STELLAR Alpine Rendez-Vous workshop series (pp. 20-22). Nottingham: University of Nottingham: Learning Sciences Research Institute (LSRI).
  • Wijers, M., Jonker, V. and Drijvers, P. (2010). MobileMath; exploring mathematics outside the classroom (PDF) ZDM International Journal on Mathematics Education, 42, 789-799. .

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