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ERIC Number: EJ1121043
Record Type: Journal
Publication Date: 2016-Dec
Pages: 9
Abstractor: As Provided
ISSN: ISSN-2059-0776
Does a Drama-Inspired "Mirroring" Exercise Enhance Mathematical Learning?
Smyrnis, Eleni; Ginns, Paul
Educational and Developmental Psychologist, v33 n2 p178-186 Dec 2016
Learning from complex instructional materials typically requires sustained attention, but many learners--both children and adults--may find their minds "wandering" when learning. Drama educators have argued that "mirroring" exercises, where students in pairs or groups mirror each other's movements, improve attention; but, to date, evidence for this claim is anecdotal. This exploratory study investigated the effects of a prelearning mirroring intervention on mathematical performance from the perspective of cognitive load theory. Twenty-six university students engaged in a mindful and embodied mirroring activity before learning a rapid mental mathematics strategy. Effects on learning were evaluated using two mathematical problem-solving tests completed after learning the maths strategy. Compared to the non-mirroring condition, students in the mirroring condition solved subsequent test problems more quickly than those in the control condition. Initial evidence thus suggests a mirroring intervention may enhance the quality of learning during mathematics.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A