The goal of this paper is to explore qualities of mathematical imagination in light of a classroom episode. It is based on the analysis of a classroom interaction in a high school Algebra class. We examine a sequence of nine utterances enacted by one of the students whom we call Carlene. Through these utterances Carlene illustrates, in our view, two phenomena: (1) juxtaposing displacements, and (2) articulating necessary cases. The discussion elaborates on the significance of these phenomena and draws relationships with the perspectives of embodied cognition and intersubjectivity.

Mathematical imagination and embodied cognition

FERRARA, Francesca
2009-01-01

Abstract

The goal of this paper is to explore qualities of mathematical imagination in light of a classroom episode. It is based on the analysis of a classroom interaction in a high school Algebra class. We examine a sequence of nine utterances enacted by one of the students whom we call Carlene. Through these utterances Carlene illustrates, in our view, two phenomena: (1) juxtaposing displacements, and (2) articulating necessary cases. The discussion elaborates on the significance of these phenomena and draws relationships with the perspectives of embodied cognition and intersubjectivity.
2009
70
2
159
174
http://www.springerlink.com/content/k827840347406g12/?p=b234a957c69d4c20abceccc248292b0d&pi=5
Mathematical imagination; embodied cognition; gesture; tool use; trigonometry
Nemirovsky, Ricardo; Ferrara, Francesca
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/2318/55667
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