具身认知
触觉技术
步伐
人机交互
模式
反射(计算机编程)
计算机科学
认知
接口(物质)
动觉学习
刺激形态
听觉反馈
多媒体
数学教育
心理学
认知心理学
人工智能
感觉系统
社会科学
大地测量学
气泡
神经科学
程序设计语言
地理
社会学
最大气泡压力法
并行计算
作者
Sebastián Marichal,Andrea Rosales,Fernando González Perilli,Ana Cristina Pires,Josep Blat
标识
DOI:10.1080/0144929x.2022.2060860
摘要
Physical manipulatives, such as rods or tiles, are widely used for mathematics learning, as they support embodied cognition, enable the execution of epistemic actions, and foster conceptual metaphors. Counting them, children explore, rearrange, and reinterpret the environment through the haptic channel. Vision generally complements physical actions, which makes using traditional manipulatives limited for children with visual impairments (VIs). Digitally augmenting manipulatives with feedback through alternative modalities might improve them. We specifically discuss conveying number representations to children with VIs using haptic and auditory channels within an environment encouraging exploration and supporting active touch counting strategies while promoting reflection. This paper presents LETSMath, a tangible system for training basic mathematical skills of children with VIs, developed through Design-Based Research with three iterations in which we involved 19 children with VIs and their educators. We discuss how the system may support training skills in the composition of numbers and the impact that the different system features have on slowing down the interaction pace to trigger reflection, on understanding, and on incorporation.
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