Why Do Gestures Matter? Sensuous Cognition and the Palpability of Mathematical Meanings

Autor/in	Radford, Luis
Titel	Why Do Gestures Matter? Sensuous Cognition and the Palpability of Mathematical Meanings
Quelle	In: Educational Studies in Mathematics, 70 (2009) 2, S.111-126 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-008-9127-3
Schlagwörter	Symbols (Mathematics); Grade 10; Nonverbal Communication; Classroom Communication; Communication Strategies; Thinking Skills; Speech Communication; Secondary School Mathematics; Mathematics Instruction + Suchen Sie Ihr Suchwort? Non-verbal communication; Nonverbale Kommunikation; Klassengespräch; Kommunikationsstrategie; Denkfähigkeit; Mathematics lessons; Mathematikunterricht
Abstract	The goal of this article is to present a sketch of what, following the German social theorist Arnold Gehlen, may be termed "sensuous cognition." The starting point of this alternative approach to classical mental-oriented views of cognition is a multimodal "material" conception of thinking. The very texture of thinking, it is suggested, cannot be reduced to that of impalpable ideas; it is instead made up of speech, gestures, and our actual actions with cultural artifacts (signs, objects, etc.). As illustrated through an example from a Grade 10 mathematics lesson, thinking does not occur solely "in" the head but also "in" and "through" a sophisticated semiotic coordination of speech, body, gestures, symbols and tools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10