Cultivating the Ineffable: The Role of Contemplative Practice in Enactivist Learning

Autor/inn/en	Morgan, Patricia; Abrahamson, Dor
Titel	Cultivating the Ineffable: The Role of Contemplative Practice in Enactivist Learning
Quelle	In: For the Learning of Mathematics, 36 (2016) 3, S.31-37 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0228-0671
Schlagwörter	Mathematics Education; Problem Solving; Learning Processes; Reflection; Pilot Projects + Suchen Sie Ihr Suchwort? Mathematische Bildung; Problemlösen; Learning process; Lernprozess; Pilot project; Modellversuch; Pilotprojekt
Abstract	We consider designs for conceptual learning where students first engage in pre-symbolic problem solving and then articulate their solutions formally. An enduring problem in these designs has been to support students in accessing their pre-conceptual situated process, so that they can reflect on it and couch it in mathematical form. Contemplative practices may offer practical solutions to this epistemic bottleneck by orienting students not on their explicit thoughts but on nuanced somatic sensations within pre-conceptual liminal space. We support this proposal for contemplative mathematics reflecting through process approaches on Mason and Roth's work in this area, and a report on two pilot studies. (As Provided).
Anmerkungen	FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail: flm2@ualberta.ca; Web site: http://flm.educ.ualberta.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01