This paper draws on recent research on the theorizing of embodiment in mathematics thinking and learning to adopt a non-dualist perspective that challenges the view that mathematical concepts cannot be perceived and created. This perspective brings out the intensive and immersive aspects of mathematical activity that feed the potential and the mobile in the classroom. Through the analysis of two 8-year old children, who reason on a figural pattern, I show how their ways of talking, mov- ing and feeling allows them to mobilise and invent the mathematics they are learning. In so doing, I propose that perceiving is conceiving and creating is learning.

Perceiving and creating in the mathematics classroom: A case-study in the early years.

FERRARA, Francesca
2015-01-01

Abstract

This paper draws on recent research on the theorizing of embodiment in mathematics thinking and learning to adopt a non-dualist perspective that challenges the view that mathematical concepts cannot be perceived and created. This perspective brings out the intensive and immersive aspects of mathematical activity that feed the potential and the mobile in the classroom. Through the analysis of two 8-year old children, who reason on a figural pattern, I show how their ways of talking, mov- ing and feeling allows them to mobilise and invent the mathematics they are learning. In so doing, I propose that perceiving is conceiving and creating is learning.
2015
Ninth Congress of the European Society for Research in Mathematics Education
Charles University in Prague, Faculty of Education, Prague, Czech Republic
4-8 February 2015
Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education
Charles University, Faculty of Education and ERME
1925
1932
978-80-7290-844-8
https://hal.archives-ouvertes.fr/CERME9
Creativity, embodiment, mathematics learning, materialism, perception, virtual
Ferrara, F.
File in questo prodotto:
File Dimensione Formato  
Ferrara.2015.cerme.pdf

Accesso riservato

Descrizione: Articolo principale
Tipo di file: PDF EDITORIALE
Dimensione 796.4 kB
Formato Adobe PDF
796.4 kB Adobe PDF   Visualizza/Apri   Richiedi una copia
Ferrara.2015.cerme.oa.pdf

Accesso aperto

Descrizione: Articolo principale
Tipo di file: POSTPRINT (VERSIONE FINALE DELL’AUTORE)
Dimensione 1.85 MB
Formato Adobe PDF
1.85 MB Adobe PDF Visualizza/Apri

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/2318/1604819
Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus ND
  • ???jsp.display-item.citation.isi??? 1
social impact