Literaturnachweis - Detailanzeige
Autor/inn/en | Morgan, Patricia; Abrahamson, Dor |
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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 |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0228-0671 |
Schlagwörter | Mathematics Education; Problem Solving; Learning Processes; Reflection; Pilot Projects |
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 |