On the Pregnance of Bodily Movement and Geometrical Objects: A Post-Constructivist Account of the Origin of Mathematical Knowledge

Autor/in	Roth, Wolff-Michael
Titel	On the Pregnance of Bodily Movement and Geometrical Objects: A Post-Constructivist Account of the Origin of Mathematical Knowledge
Quelle	In: Journal of Pedagogy, 5 (2014) 1, S.65-89 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1338-1563
DOI	10.2478/jped-2014-0004
Schlagwörter	Elementary School Mathematics; Grade 2; Numeracy; Emergent Literacy; Constructivism (Learning); Phenomenology; Geometric Concepts; Concept Formation; Learning Processes; Human Body; Kinetics; Case Studies + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; School year 02; 2. Schuljahr; Schuljahr 02; Rechenkompetenz; Frühleseunterricht; Phenomenological psychology; Phänomenologie; Psychologie; Elementare Geometrie; Concept learning; Begriffsbildung; Learning process; Lernprozess; Menschlicher Körper; Kinetik; Case study; Fallstudie; Case Study
Abstract	Traditional (e.g., constructivist) accounts of knowledge ground its origin in the "intentional construction" on the part of the learner. Such accounts are blind to the fact that learners, by the fact that they do not know the knowledge to be learned, cannot orient toward it as an object to be constructed. In this study, I provide a phenomenological account of the "naissance" (birth) of "knowledge," two words that both have their etymological origin in the same, homonymic Proto-Indo-European syllable "gen-," "gen?-," 'gne-," "gno-." Accordingly, the things of the world and the bodily movements they shape, following Merleau-Ponty (1964), "are pregnant" with new knowledge that cannot foresee itself, and that no existing knowledge can anticipate. I draw on a study of learning in a second-grade mathematics classroom, where children (6-7 years) learned geometry by classifying and modeling 3-dimensional objects. The data clearly show that the children did not foresee, and therefore did not intentionally construct, the knowledge that emerged from the movements of their hands, arms, and bodies that comply with the forms of things. Implications are drawn for classroom instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01