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ERIC Number: ED496955
Record Type: Non-Journal
Publication Date: 2005-Jul
Pages: 8
Abstractor: Author
Reference Count: 10
ISBN: N/A
ISSN: N/A
On Embodiment, Artifacts, and Signs: A Semiotic-Cultural Perspective on Mathematical Thinking
Radford, Luis; Bardini, Caroline; Sabena, Cristina; Diallo, Pounthioun; Simbagoye, Athanase
International Group for the Psychology of Mathematics Education, Paper presented at the Conference of the International Group for the Psychology of Mathematics Education (29th, Melbourne, Australia, Jul 10-15, 2005), v4 p113-120
The cognitive significance of the body has become one of the major topics in current psychology. However, it is our contention that claims about the embodied nature of thinking must come to terms with the problem of the relationship between the body as a locus for the constitution of students' subjective mathematical meanings and the historical cultural system of mathematical meanings conveyed by school instruction. Referring to episodes from a Grade 9 mathematics lesson, we here sketch a theoretical account of the aforementioned relationship that emphasizes the social and cultural nature of thinking and the cognitive role played by body, signs, and artifacts. (Contains 3 figures.) [For complete proceedings, see ED496851.]
International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: info@igpme.org; Web site: http://igpme.org
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Grade 9; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A