Radical Embodiment and Semiotics: Toward a Theory of Mathematics in the Flesh

Autor/inn/en	Thom, Jennifer S.; Roth, Wolff-Michael
Titel	Radical Embodiment and Semiotics: Toward a Theory of Mathematics in the Flesh
Quelle	In: Educational Studies in Mathematics, 77 (2011) 2-3, S.267-284 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-010-9293-y
Schlagwörter	Mathematics Education; Geometric Concepts; Phenomenology; Semiotics; Case Studies + Suchen Sie Ihr Suchwort? Mathematische Bildung; Elementare Geometrie; Phenomenological psychology; Phänomenologie; Psychologie; Semiotik; Case study; Fallstudie; Case Study
Abstract	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 material body and the source of intentionality. Grounded in material phenomenology, we theorize the living body as semiotic expression that not only grounds thought but also leads to its development. We provide a detailed case study that elucidates the three ways in which the living body serves as sign for the growth of a second-grade student's geometric understanding and the other bodies he interacts with. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10