Algebraic Manipulation as Motion within a Landscape

Autor/inn/en	Wittmann, Michael C.; Flood, Virginia J.; Black, Katrina E.
Titel	Algebraic Manipulation as Motion within a Landscape
Quelle	In: Educational Studies in Mathematics, 82 (2013) 2, S.169-181 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-012-9428-4
Schlagwörter	Figurative Language; Algebra; Mathematics; Mathematics Education; Mathematics Instruction; Mathematical Concepts; Equations (Mathematics); Multiplication; Arithmetic + Suchen Sie Ihr Suchwort? Mathematik; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Equations; Mathematics; Gleichungslehre; Multiplikation; Addition; Arithmetik; Arithmetikunterricht; Rechnen
Abstract	We show that students rearranging the terms of a mathematical equation in order to separate variables prior to integration use gestures and speech to manipulate the mathematical terms on the page. They treat the terms of the equation as physical objects in a landscape, capable of being moved around. We analyze our results within the tradition of embodied cognition and use conceptual metaphors such as the path-source-goal schema and the idea of fictive motion. We find that students solving the problem correctly and efficiently do not use overt mathematical language like multiplication or division. Instead, their gestures and ambiguous speech of moving are the only algebra used at that moment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10