Mathematics educators have shown increasing interest in theorizing knowing and learning as something alive or as something that comes alive through the involvement of the body. Almost all current efforts attempt doing so by focusing on the body in which the otherwise invisible living being exhibits itself, thereby failing to consider everything…

This study describes the types of explanations one student, Sharon, gives and prefers at different ages. Sharon is interviewed in the second grade regarding multiplication of one-digit numbers, in the fifth grade regarding even and odd numbers, and in the sixth grade regarding equivalent fractions. In the tenth grade, she revisits each of these…

This paper reports an intervention phase of a design study aimed to assist second-grade Filipino children in solving addition word problems in English, a language they primarily encounter only in school. With Filipino as the medium of instruction, an out-of-school pedagogical intervention providing linguistic and representational scaffolds was…

The idea that mathematical knowledge is embodied is increasingly taking hold in the mathematics education literature. Yet there are challenges to the existing conceptualizations: There tend to be breaks between (a) the living and experienced body (flesh) and linguistic forms of thought, (b) individual and collective forms of knowing, and (c) the…

This study aimed at analysing traditionally taught children's acquisition and use of shortcut strategies in the number domain 20-100. One-hundred-ninety-five second, third, and fourth graders of different mathematical achievement levels participated in the study. They were administered two tasks, both consisting of a series of two-digit additions…

Mathematical concepts and conceptions have been theorized as abstractions from--and therefore transcending--bodily and embodied experience. In this contribution, we re-theorize mathematical conceptions by building on recent philosophical work in dialectical phenomenology. Accordingly, a conception exists only in, through, and as of the experiences…