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Thom, Jennifer S.; Roth, Wolff-Michael – Educational Studies in Mathematics, 2011
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…
Descriptors: Mathematics Education, Geometric Concepts, Phenomenology, Semiotics
Roth, Wolff-Michael; Thom, Jennifer S. – Educational Studies in Mathematics, 2009
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…
Descriptors: Mathematical Concepts, Phenomenology, Nonverbal Communication, Mathematics Education