Making Sense of the Multiple Meanings of 'Embodied Mathematics Learning' [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).

Autor/in	Gerofsky, Susan
Titel	Making Sense of the Multiple Meanings of 'Embodied Mathematics Learning' [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Mathematics Education; Learning Processes; Guidelines; Educational History; Semiotics; Philosophy; Linguistics; Psycholinguistics; Computer Science; Neurosciences; Computational Linguistics; Teaching Methods; Area Studies; Art; Educational Research + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Learning process; Lernprozess; Richtlinien; History of education; Bildungsgeschichte; Semiotik; Philosophie; Linguistik; Psycholinguistik; Informatik; Neuroscience; Neurowissenschaften; Neurowissenschaft; Linguistics; Computerlinguistik; Teaching method; Lehrmethode; Unterrichtsmethode; Landeskunde; Arts; Kunst; Bildungsforschung; Pädagogische Forschung
Abstract	The theme of 'embodiment' has become an important approach in current mathematics education research, growing in significance from the mid-1990s onward. However terminology of 'body' and 'embodiment' is used to signal multiple, widely varying meanings in this research. Studies are grounded in a number of radically different theoretical bases, with the result that mathematics education researchers do not necessarily mean the same thing at all when they refer to 'body', 'embodiment' and 'embodied mathematics learning'. In this theoretical paper, the author offers a framework for interpreting these polysemous terms in relation to their theoretical groundings, with examples from the mathematics education literature. [For the complete proceedings, see ED597799.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01