Kształtowanie umysłowych reprezentacji liczb za pomocą ruchu i gier komputerowych w okresie wczesnoszkolnym
DOI:
https://doi.org/10.24917/20845596.12.1Słowa kluczowe:
treningi poznawcze, gry komputerowe, edukacja matematyczna, dyskalkulia, poznanie matematyczneAbstrakt
Liczby posiadają poznawcze reprezentacje w umyśle człowieka, które kształtują się w toku rozwoju jednostki i są utrwalane na bazie doświadczenia oraz mają dobrze udokumentowane neuronalne podstawy. Wiadomo również, że neuroplastyczność pozwala na efektywne ćwiczenie (a więc rozwój lub poprawę) zarówno funkcji poznawczych, jak i ruchowych. Czy trening motoryczny może mieć jednak coś wspólnego z rozwojem poznawczym? Czy procesy poznawcze są „ucieleśnione” i czy przez ruch możemy wpływać na poziom zdolności poznawczych? Dynamiczny rozwój nowoczesnych technologii, które znalazły zastosowanie w edukacji i terapii, spowodował, że wspierane komputerowo metody rozwijające zdolności matematyczne stają się coraz bardziej popularne. Wyniki licznych badań wskazują na to, że programy ćwiczeń z wykorzystaniem gier komputerowych doskonale sprawdzają się nie tylko w edukacji i rozwijaniu zdolności poznawczych istotnych w kształtowaniu kompetencji matematycznych czy utrwalaniu umysłowych reprezentacji liczb. Okazują się one również skuteczną metodą pokonywania deficytów u osób z problemami w zakresie matematyki.Bibliografia
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Brożek, B., Hohol, M. (2018). Umysł matematyczny. Dlaczego matematykę potrafi uprawiać
tylko jeden gatunek - Homo sapiens? Kraków: Copernicus Center Press.
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Butterworth, B. (2010). Foundational numerical capacities and the origins of dyscalculia.
Trends in Cognitive Science, 14, 534-541.
Butterworth, B., Varma, S., Laurillard, D. (2011). Dyscalculia: From Brain to Education.
Science, 332, 1049-1053.
Cameron, B., Dwyer, F. (2005). The effect of online gaming, cognition and feedback type
in facilitating delayed achievement of different learning objectives. Journal of Interactive
Learning Research, 16, 243-258.
Cameron, C.E., Brock, L.L., Murrah, W.B., Bell, L.H., Worzalla, S.L., Grissmer, D., Morrison,
F.J. (2012). Fine motor skills and executive function both contribute to kindergarten
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Cao, B., Li, F., Li, H. (2010). Notation-dependent processing of numerical magnitude: electrophysiological
evidence from Chinese numerals. Biological Psychology, 83, 47-55.
Cipora, K., Nuerk, H.-C. (2013). Is the SNARC effect related to the level of mathematics?
No systematic relationship observed despite more power, more repetitions, and
more direct assessment of arithmetic skill. The Quarterly Journal of Experimental
Psychology, 66, 1974-1991.
Cipora, K., Patro, K., Nuerk, H.-C. (2015). Are spatial-numerical associations genuinely
correlated with math performance? A review and taxonomy proposal. Mind, Brain,
and Education, 9, 190-206.
Cipora, K., Szczygieł, M. (2013a). Gry planszowe jako narzędzie wspomagania rozwoju
wczesnych kompetencji matematycznych. Edukacja, 3(123), 60-75.
Cipora, K., Szczygieł, M. (2013b). Wyścig liczb - The number race - polska wersja językowa
narzędzia wczesnej interwencji w przypadku ryzyka dyskalkulii rozwojowej
oraz wspomagania rozwoju kompetencji arytmetycznych. Psychologia - Etologia -
Genetyka, 27, 71-85.
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 Mathematics Education, 49, 545-557.
Delazer, M., Domahs, F., Bartha, L., Brenneis, C., Lochy, A., Trieb, T., Benke, T. (2003).
Learning complex arithmetic - An fMRI study. Brain Research: Cognitive Brain Research,
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Dehaene, S., Bossini, S., Giraux, P. (1993). The mental representation of parity and number
magnitude. Journal of Experimental Psychology, 122, 371-396.
Dehaene, S., Cohen, L. (1997). Cerebral pathways for calculation: Double dissociation
between rote verbal and quantitative knowledge of arithmetic. Cortex, 33, 219-250.
Dehaene, S., Molko, N., Cohen, L., Wilson, A.J. (2004). Arithmetic and the brain. Current
Opinion in Neurobiology, 14, 218-224.
Dehaene, S., Piazza, M., Pinel, P., Cohen, L. (2003). Three parietal circuits for number
processing. Cognitive Neuropsychology, 20, 487-506.
Eger, E., Sterzer, P., Russ, M.O., Giraud, A.L., Kleinschmidt, A. (2003). A supramodal number
representation in human intraparietal cortex. Neuron, 37, 719-725.
Fias, W., Fischer, M.H. (2005). Spatial representation of number. In: J.I.D. Campbell (Eds.),
Handbook of Mathematical Cognition (pp. 43-54). New York and Hove: Psychology
Press.
Fias, W., van Dijck, J.-P., Gevers, W. (2011). How is number associated with space? The
role of working memory. In: S. Dehaene, E.M. Brannon (Eds.), Space, time and number
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Pobrania
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2019-12-01
Jak cytować
Gut, M. (2019). Kształtowanie umysłowych reprezentacji liczb za pomocą ruchu i gier komputerowych w okresie wczesnoszkolnym. Annales Universitatis Paedagogicae Cracoviensis Studia Psychologica, 12, 19–38. https://doi.org/10.24917/20845596.12.1
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