Bringing Forth Mathematical Concepts: Signifying Sensorimotor Enactment in Fields of Promoted Action

Autor/inn/en	Abrahamson, Dor; Tminic, Dragan
Titel	Bringing Forth Mathematical Concepts: Signifying Sensorimotor Enactment in Fields of Promoted Action
Quelle	In: ZDM: The International Journal on Mathematics Education, 47 (2015) 2, S.295-306 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-014-0620-0
Schlagwörter	Mathematical Concepts; Psychomotor Skills; Cognitive Processes; Human Body; Elementary School Mathematics; Semiotics; Video Technology; Task Analysis; Systems Approach; Social Theories + Suchen Sie Ihr Suchwort? Psychomotorische Aktivität; Cognitive process; Kognitiver Prozess; Menschlicher Körper; Elementare Mathematik; Schulmathematik; Semiotik; Aufgabenanalyse; Systemischer Ansatz; Gesellschaftstheorie
Abstract	Inspired by Enactivist philosophy yet in dialog with it, we ask what theory of embodied cognition might best serve in articulating implications of Enactivism for mathematics education. We offer a blend of Dynamical Systems Theory and Sociocultural Theory as an analytic lens on micro-processes of action-to-concept evolution. We also illustrate the methodological utility of design-research as an approach to such theory development. Building on constructs from ecological psychology, cultural anthropology, studies of motor-skill acquisition, and somatic awareness practices, we develop the notion of an "instrumented field of promoted action". Children operating in this field first develop environmentally coupled motor-action coordinations. Next, we introduce into the field new artifacts. The children adopt the artifacts as frames of action and reference, yet in so doing they shift into disciplinary semiotic systems. We exemplify our thesis with two selected excerpts from our videography of Grade 4-6 volunteers participating in task-based clinical interviews centered on the Mathematical Imagery Trainer for Proportion. In particular, we present and analyze cases of either smooth or abrupt transformation in learners' operatory schemes. We situate our design framework vis-à-vis seminal contributions to mathematics education research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01