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Mathematical imagination and embodied cognition.
- Source :
-
Educational Studies in Mathematics . Mar2009, Vol. 70 Issue 2, p159-174. 16p. 8 Color Photographs, 2 Black and White Photographs, 8 Diagrams. - Publication Year :
- 2009
-
Abstract
- The goal of this paper is to explore qualities of mathematical imagination in light of a classroom episode. It is based on the analysis of a classroom interaction in a high school Algebra class. We examine a sequence of nine utterances enacted by one of the students whom we call Carlene. Through these utterances Carlene illustrates, in our view, two phenomena: (1) juxtaposing displacements, and (2) articulating necessary cases. The discussion elaborates on the significance of these phenomena and draws relationships with the perspectives of embodied cognition and intersubjectivity. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 00131954
- Volume :
- 70
- Issue :
- 2
- Database :
- Academic Search Index
- Journal :
- Educational Studies in Mathematics
- Publication Type :
- Academic Journal
- Accession number :
- 36562578
- Full Text :
- https://doi.org/10.1007/s10649-008-9150-4