Improving middle school students' geometry problem solving ability through hands-on experience: An fNIRS study

Area of Science:

• Educational Psychology
• Neuroscience
• Mathematics Education

Background:

• Hands-on learning is crucial for early math education, but its impact on middle school geometry is unclear.
• The neural mechanisms supporting hands-on learning in mathematics remain largely unexplored.

Purpose of the Study:

• To investigate the effectiveness of hands-on geometry learning compared to video observation in middle school students.
• To explore the neural underpinnings of hands-on experience in geometry reasoning using functional near-infrared spectroscopy (fNIRS).

Main Methods:

• A learning-test paradigm with 40 seventh-grade students, divided into hands-on and video observation groups.
• Utilizing functional near-infrared spectroscopy (fNIRS) to measure brain activity during geometry problem-solving.
• Comparing performance on well-structured and ill-structured geometry problems.

Main Results:

• Hands-on experience significantly improved geometry problem-solving performance.
• Students with lower academic levels benefited more from hands-on learning.
• fNIRS revealed increased somatosensory association cortex reactivation with hands-on learning, correlating with improved performance.
• Hands-on activities reduced cognitive load in well-structured problem-solving.

Conclusions:

• Hands-on learning is a valuable pedagogical approach for middle school geometry, enhancing understanding and performance.
• The study provides neuroscientific evidence for the benefits of concrete manipulatives in mathematics education.
• Findings suggest tailoring math instruction to leverage hands-on experiences, especially for students needing additional support.