MATHEMATICS IN MIND, BRAIN, AND EDUCATION: A NEO-PIAGETIAN APPROACH

被引：5
|
作者：
Norton, Anderson [1 ]
Deater-Deckard, Kirby [1 ]
机构：
[1] Virginia Tech, Blacksburg, VA 24061 USA
来源：
INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION | 2014年 / 12卷 / 03期
基金：
美国国家科学基金会;
关键词：
educational technology; fractions; mathematics education; neuroscience; ENUMERATION; ACTIVATION; FRACTIONS; PATTERNS; FIGURES; NUMBER; EYE;
D O I：
10.1007/s10763-014-9512-6
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Because of their focus on psychological structures and operations, neo-Piagetian approaches to learning lend themselves to neurological hypotheses. Recent advances in neural imaging and educational technology now make it possible to test some of these claims. Here, we take a neo-Piagetian approach to mathematical learning in order to frame two studies involving the use of electroencephalography and functional magnetic resonance imaging imaging, as well as the use of iOS-based apps designed to elicit particular ways of operating with mathematics. Results could inform theories of mathematical learning and effective educational game design.
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页码：647 / 667
页数：21
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