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Originalarbeit

Bewegtes Lernen numerischer Kompetenzen

Published Online:April 28, 2016https://doi.org/10.1026/0033-3042/a000302

Abstract

Zusammenfassung. Nicht nur in Konzepten wie der Bewegten Schule ist körperliche Bewegung zur Unterstützung des Lernens von großer Bedeutung. Inzwischen liegen erste empirische Befunde zum positiven Einfluss spezifischer körperlicher Bewegungen vor, wie zum Beispiel dem Einsatz der Finger beim Erstrechnen oder dem Laufen entlang eines Zahlenstrahls. Diese aktuellen Studien deuten darauf hin, dass Bewegung den Erwerb numerischer Konzepte unterstützen kann. Neue bewegungssensitive Eingabemedien (z. B. Tanzmatte, Kinect Sensor) ermöglichen nicht nur solche Bewegungen in der Interaktion mit einer Lernumgebung, sondern machen diese mess- und damit spezifisch nutzbar. Dadurch können Trainings realisiert werden, die gezielt den Zusammenhang von Zahlen und Raum und damit für die Ausprägung des mentalen Zahlenstrahls relevante Prozesse trainieren. Die Entwicklung solcher Trainings ist von besonderer Bedeutung, weil der mentale Zahlenstrahl wichtig für eine erfolgreiche numerisch-mathematische Entwicklung zu sein scheint. In diesem Artikel stellen wir neben den theoretischen Grundlagen eine Zusammenfassung der Ergebnisse verschiedener eigener Arbeiten zu verkörperlichten numerischen Trainings vor.


Embodied Learning of Numerical Competencies

Abstract. Didactic concepts such as Bewegte Schule (active school) emphasize the importance of physical movements to corroborate learning processes. Moreover, there is empirical evidence demonstrating the beneficial influence of specific bodily movements on numerical processes such as using fingers for initial calculations or walking along a number line. These studies support the idea that the acquisition of numerical concepts can be facilitated by physical movements. New digital media such as dance mats or the Kinect sensor not only allow for physical interactions with learning environments but also for measuring them. In this way, embodied numerical trainings specifically addressing number–space associations and thus the mental number line become possible. Developing such trainings is important as the mental number line is argued to be a building block for adequate numerical–arithmetic development. In this article, we first outline the theoretical background of embodied numerical trainings before giving a summary of recent empirical studies from our laboratory evaluating such trainings.

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