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An analysis of kinesthetic learners'...

Westreich, Galeet BenZion.

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An analysis of kinesthetic learners' responses: Teaching mathematics through dance.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	An analysis of kinesthetic learners' responses: Teaching mathematics through dance./
作者:	Westreich, Galeet BenZion.
面頁冊數:	137 p.
附註:	Chair: Andrea J. Prejean.
Contained By:	Dissertation Abstracts International60-12A.
標題:	Dance. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9954121
ISBN:	0599575905

An analysis of kinesthetic learners' responses: Teaching mathematics through dance.
Westreich, Galeet BenZion.

An analysis of kinesthetic learners' responses: Teaching mathematics through dance. - 137 p.

Chair: Andrea J. Prejean.

Thesis (Ph.D.)--The American University, 2000.

This study was designed to look at the learning process of students with kinesthetic learning as their dominant learning style. To achieve this, kinesthetic learners (KLs) were observed as they studied geometry concepts in a mathematics classroom.

ISBN: 0599575905Subjects--Topical Terms:

610547
Dance.

An analysis of kinesthetic learners' responses: Teaching mathematics through dance.
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245 1 0 $a An analysis of kinesthetic learners' responses: Teaching mathematics through dance.
300 $a 137 p.
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500 $a Source: Dissertation Abstracts International, Volume: 60-12, Section: A, page: 4224.
502 $a Thesis (Ph.D.)--The American University, 2000.
520 $a This study was designed to look at the learning process of students with kinesthetic learning as their dominant learning style. To achieve this, kinesthetic learners (KLs) were observed as they studied geometry concepts in a mathematics classroom.
520 $a The need for understanding KLs' learning process in the context of learning mathematics arises from existing studies showing that: (a) KLs are able to demonstrate increased academic achievement when instruction incorporates dance activities; and (b) when dance activities are riot incorporated into KLs' instruction, their performance on mathematics tests drops below grade level average.
520 $a The need for this study is also supported by the constructivist theory of knowledge. This perspective advocates that mathematical-thinking develops through exploration that is tightly connected with real and meaningful experiences. That is, learners need to explore mathematics in situations that make sense to them.
520 $a This researcher's position is that KLs currently fail mathematics tests because they are not given the opportunity to explore mathematics through situations that most make sense to them—kinesthetic situations, i.e., dance. Instead, most mathematics teaching (at the elementary level) requires learners to have strong and proficient auditory, visual and tactile processes. These learning modes, however, are not compatible with KLs' learning strengths. Because KLs' dominant learning mode is kinesthetic sense, teaching that relies on other modes prevents them from achieving their highest academic potential.
520 $a A qualitative case study was designed, conducted and analyzed to answer the study's question. This study produced the following: (1) A clear definition of KLs' characteristic behavioral responses in the academic environment. (2) A kinesthetic-teaching strategy designed to assist teachers to teach academic curriculum, specifically mathematics, to kinesthetic learners by using dance activities. (3) An explanation of the ways in which teaching kinesthetically assists KLs to achieve their highest academic potential, and improve their auditory, visual and communication processing.
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