ERIC Number: EJ962772
Record Type: Journal
Publication Date: 2012-May
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-1954
EISSN: N/A
Available Date: N/A
Diagram, Gesture, Agency: Theorizing Embodiment in the Mathematics Classroom
de Freitas, Elizabeth; Sinclair, Nathalie
Educational Studies in Mathematics, v80 n1-2 p133-152 May 2012
In this paper, we use the work of philosopher Gilles Chatelet to rethink the gesture/diagram relationship and to explore the ways mathematical agency is constituted through it. We argue for a fundamental philosophical shift to better conceptualize the relationship between gesture and diagram, and suggest that such an approach might open up new ways of conceptualizing the very idea of mathematical embodiment. We draw on contemporary attempts to rethink embodiment, such as Rotman's work on a "material semiotics", Radford's work on "sensuous cognition", and Roth's work on "material phenomenology". After discussing this work and its intersections with that of Chatelet, we discuss data collected from a research experiment as a way to demonstrate the viability of this new theoretical framework.
Descriptors: Phenomenology, Semiotics, Correlation, Schemata (Cognition), Experiments, Nonverbal Communication, Theories, Mathematics Education, Data Collection, Visual Stimuli, Classroom Environment
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
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Authoring Institution: N/A
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