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Evaluating Tests of Cognition using a Computerized Touch-Sensitive Tablet, Eye Tracking, and Functional Magnetic Resonance Imaging
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Touchscreen Tablets: Coordinating Action and Perception for Mathematical Cognition.

Carolien A C G Duijzer1, Shakila Shayan1, Arthur Bakker2

  • 1Faculty of Social and Behavioural Sciences, Education and Learning, Utrecht University Utrecht, Netherlands.

Frontiers in Psychology
|February 24, 2017
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Summary
This summary is machine-generated.

Interactive touchscreen apps can help students develop proportional reasoning skills. By using "attentional anchors" (AAs), students naturally shift from additive to multiplicative strategies in math tasks.

Keywords:
attentional anchorsmathematicsproportional reasoningsensorimotor interactiontouchscreen tablet

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Area of Science:

  • Cognitive Science
  • Educational Technology
  • Mathematics Education

Background:

  • Proportional reasoning is crucial for mathematical understanding but challenging for students, who often rely on less effective additive strategies.
  • Embodied-cognition theory suggests mathematical understanding is rooted in sensorimotor experiences, influencing the design of learning tools.
  • Interactive applications can potentially bridge the gap between intuitive sensorimotor schemes and abstract mathematical concepts.

Purpose of the Study:

  • To investigate the emergence and role of "attentional anchors" (AAs) in promoting proportional reasoning in students using a touchscreen application.
  • To quantitatively and qualitatively analyze the transition from additive to multiplicative reasoning strategies during an embodied proportions task.

Main Methods:

  • Reanalysis of data from 38 students (aged 9-11) who interacted with a touchscreen application (Mathematical Imagery Trainer) designed to foster multiplicative strategies.
  • Students engaged in a manipulation task requiring them to maintain a constant ratio (1:2) between two vertical bars.
  • Qualitative and quantitative analyses focused on identifying attentional anchors and tracking reasoning strategy shifts.

Main Results:

  • Attentional anchors (AAs) emerged for all students, with consistent types and mathematical relevance (e.g., bar tops, midpoint of the taller bar).
  • Interaction with the touchscreen tablet was critical for the development of these attentional anchors.
  • The vast majority of students successfully transitioned from additive to multiplicative reasoning strategies, evidenced by oral utterances.

Conclusions:

  • Touchscreen applications can effectively create conditions that foster mathematical cognition by integrating perception and action.
  • Attentional anchors serve as crucial psychological tools that facilitate the shift towards more sophisticated multiplicative reasoning in proportional tasks.
  • Interactive, embodied learning environments show significant potential for improving proportional reasoning skills in young learners.