基于具身认知理论的数学量感培养研究的系统性文献综述

A Systematic Literature Review of Research on the Cultivation of Quantitative Sense in Mathematics Based on Embodied Cognition Theory

摘要: 具身认知与教育研究和实践关系密切。已有研究发现具身认知对数量感知和数学能力培养具有重要的作用。《义务教育数学课程标准(2022版)》新增量感为义务教育阶段数学核心素养之一，量感属于数量感知的一部分，学生量感的形成与具身认知理论概念表征的过程类似，都需要亲身体验。对具身学习的研究有助于促进核心素养的发展，但基于具身认知的量感培养尚未有系统的梳理和总结。基于此，本文借助citespace 2.0以及知网、web of science等大数据平台，对基于具身认知理论的量感培养的研究进行综述，发现对具身认知理论的研究热度不减；研究学段和学科分布广泛，集中在以教师为主体的教学活动设计和对学生量感的研究；但已有具身认知的量感培养研究存在偏离。

Abstract: Embodied cognition is closely related to educational research and practice. It has been found that embodied cognition plays an important role in quantity perception and mathematical ability development. The Compulsory Education Mathematics Curriculum Standards (2022 Edition) newly added quantitative sense as one of the core literacies in mathematics at the compulsory education level, and quantitative sense belongs to a part of quantitative sense, and the formation of students’ quantitative sense is similar to the process of conceptual representation in embodied cognition theory, which both require personal experience. Research on embodied learning helps to promote the development of core literacy, but the cultivation of quantitative sense based on embodied cognition has not been systematically sorted out and summarized. Based on this, with the help of citespace 2.0 and big data platforms such as Zhi.com and web of science, this paper reviews the research on the development of quantitative sense based on embodied cognition theory and finds that the research on embodied cognition theory has been unceasingly enthusiastic, and that the research is widely distributed in terms of academic segments and disciplines, and focuses on the design of teaching activities with teachers as the main body and the research on the quantitative sense of students; however, there is a deviation in the research of quantitative sense cultivation based on embodied cognition. However, there are deviations from the existing research on the development of quantitative sense of embodied cognition.