Análisis de la atención visual de estudiantes a través de gafas espía

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We often talk about the way we talk, and we frequently try to see the way we see, but for some reasons we have rarely touched on the way we touch. The communication we transmit with touch is perceived to be one of the most powerful means of establishing human relationships. In particular, tactile communication with parents, caregivers and teachers is particularly important for infants and students, as it helps make stronger relationships between educators or teachers and schoolers and also between students. Research has demonstrated the numerous benefits that an affective touch has on students, physically, socially and cognitively, or as has observed, touch touches deeper that just one’s skin and it is a recipe for creating meaningful relations. However, in the educational context, touch is perceived to be a complex phenomenon full of tension and emotion. For years, a dilemma has arisen in educational institutions in some countries, whether teachers can touch students or not? Despite the benefits that affective touch brings to students, cases of sexual abuse and inappropriate behavior at school have alerted the education system, to such an extent that many teachers worldwide consider what is and is not appropriate when communicating affectively with their students through touch. In this perspective article, by drawing on previous literature reviews, we shall highlight the benefits that affective touch has on learners.

Section: Discussionmentioning

confidence: 99%

From contact to connection: a comprehensive examination of affective touch in educational settings

El Hakim,

Farsani

2024

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“…This means that not only daily concepts but also scientific concepts can have motor strength, and this motor strength is realized in gestures that are used to talk about them. Results of many studies have demonstrated that gestures enhance the process of teaching and learning sciences (e.g., Alibali and Nathan, 2012 ; Alibali et al, 2014 ; Martinez-Lincoln et al, 2018 ; Rosa and Farsani, 2021 ; Farsani and Villa-Ochoa, 2022 ; Khatin-Zadeh et al, 2023a ). Many of these concepts such as those discussed in mathematics (numbers, limit of function, continuity, etc.)…”

Section: Sensory and Action Effector Strengths Of Conceptsmentioning

confidence: 99%

Motor strength as a feature of concepts and visual representations

Khatin-Zadeh,

Hu,

Farsani

2024

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In this article, we define motor strength as the extent to which a concept is associated with body movements and the motor system that guides body movements. We extend this notion to one of the features of visual representations of some concepts and discuss the role of the motor system in understanding concepts and visual representations that have a significant degree of motor strength. It is suggested that when a concept is understood in its literal sense, the employment of the motor system and gestures in processing that concept depends on its degree of motor strength. If a concept is understood in its metaphorical sense, the employment of the motor system and gestures is dependent on the degree of motor strength of the base of the metaphor through which that concept is understood. The degree of motor strength of a concept relies on its motor affordances and its associations with people’s past experiences. Because the motor system plays an essential role in the grounding of many abstract concepts in the physical environment, the notion of motor strength can help psychologists acquire a clearer understanding of how concepts with varying degrees of motor strength are grounded in the physical environment.

“…Since mathematical subjects are often discussed in terms of abstract symbols in mathematics textbooks, many learners are faced with difficulties to digest these generalities. Luckily, embodied mathematics teaching and learning has offered a solution to this problem (e.g., Radford, 2009 ; Sinclair and Heyd-Metzuyanim, 2014 ; Dackermann et al, 2017 ; Nemirovsky et al, 2020 ; Rosa et al, 2020 ; Rosa and Farsani, 2021 ; Farsani and Villa-Ochoa, 2022 ). At least, it can be said that this approach has a lot of potentials to overcome the difficulties that learners are faced with when trying to learn mathematics.…”

Section: Introductionmentioning

confidence: 99%

Embodiment of infinity in mathematics

Khatin-Zadeh,

Farsani,

Eskandari

2024

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In this article, we discuss the embodiment of infinity as one of fundamental concepts in mathematics. In contrast to the embodiment of many other mathematical concepts, the embodiment of infinity is an endless dynamic process. In embodying +∞, an object moves rightward toward a previously-set limit and passes it. Then, a new limit is set on the right side of the moving object. The moving object continues its movement and passes it as well. The moving object can pass any limit. In other words, there is no impassable limit for it. In embodying -∞, a similar process happens but the movement is leftward. Embodiment of infinitely small quantities has a basic similarity to the embodiment of infinitely large quantities, although it is different in some respects. We call the embodiment of infinity as iterative embodiment. It is iterative because the process of setting a new limit and passing it is repeated endlessly. Finally, it is suggested that in the process of embodying infinitely large and infinitely small quantities, the visual system and the motor system play important roles, as this process involves spatial concepts and movement.