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ERIC Number: EJ829247
Record Type: Journal
Publication Date: 2009-Mar
Pages: 10
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0013-1954
Embodied Multi-Modal Communication from the Perspective of Activity Theory
Williams, Julian
Educational Studies in Mathematics, v70 n2 p201-210 Mar 2009
I begin by appreciating the contributions in the volume that indirectly and directly address the questions: Why do gestures and embodiment matter to mathematics education, what has understanding of these achieved and what might they achieve? I argue, however, that understanding gestures can in general only play an important role in "grasping" the meaning of mathematics if the whole object-orientated "activity" is taken into account in our perspective, and give examples from my own work and from this Special Issue. Finally, I put forward the notion of a "threshold" moment, where seeing and grasping at the nexus of two or more activities often seem to be critical to breakthroughs in learning.
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Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A