Mathematical Imagination and Embodied Cognition

Autor/inn/en	Nemirovsky, Ricardo; Ferrara, Francesca
Titel	Mathematical Imagination and Embodied Cognition
Quelle	In: Educational Studies in Mathematics, 70 (2009) 2, S.159-174 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-008-9150-4
Schlagwörter	Imagination; Interaction; Cognitive Processes; Algebra; Mathematics Instruction; Classroom Communication; High School Students; Secondary School Mathematics; Mathematical Concepts + Suchen Sie Ihr Suchwort? Interaktion; Cognitive process; Kognitiver Prozess; Mathematics lessons; Mathematikunterricht; Klassengespräch; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10