The Progressive Development of Early Embodied Algebraic Thinking

Autor/in	Radford, Luis
Titel	The Progressive Development of Early Embodied Algebraic Thinking
Quelle	In: Mathematics Education Research Journal, 26 (2014) 2, S.257-277 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-013-0087-2
Schlagwörter	Algebra; Mathematical Logic; Longitudinal Studies; Investigations; Thinking Skills; Cultural Context; Educational Theories; Learning Theories; Semiotics; Class Activities; Cognitive Processes; Educational Practices; Teaching Methods; Educational Development + Suchen Sie Ihr Suchwort? Mathematical logics; Mathematische Logik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Untersuchung; Denkfähigkeit; Educational theory; Theory of education; Bildungstheorie; Learning theory; Lerntheorie; Semiotik; Cognitive process; Kognitiver Prozess; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsentwicklung
Abstract	In this article I present some results from a 5-year longitudinal investigation with young students about the genesis of embodied, non-symbolic algebraic thinking and its progressive transition to culturally evolved forms of symbolic thinking. The investigation draws on a cultural-historical theory of teaching and learning--the theory of objectification. Within this theory, thinking is conceived of as a form of reflection and action that is simultaneously material and ideal: It includes inner and outer speech, sensuous forms of imagination and visualisation, gestures, rhythm, and their intertwinement with material culture (symbols, artifacts, etc.). The theory articulates a cultural view of development as an unfolding dialectic process between culturally and historically constituted forms of mathematical knowing and semiotically mediated classroom activity. Looking at the experimental data through these theoretical lenses reveals a developmental path where embodied forms of thinking are sublated or subsumed into more sophisticated ones through the mediation of properly designed classroom activity. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10