Reifying actions into artifacts: process–object duality from an embodied perspective on mathematics learning.
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| Title: | Reifying actions into artifacts: process–object duality from an embodied perspective on mathematics learning. |
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| Authors: | Shvarts, Anna1 a.y.shvarts@uu.nl, Bos, Rogier1, Doorman, Michiel1, Drijvers, Paul1 |
| Source: | Educational Studies in Mathematics. Oct2024, Vol. 117 Issue 2, p193-214. 22p. |
| Subject Terms: | *Theory of knowledge, *Education, Mathematics, Reification, Philosophy |
| Abstract: | Grasping mathematical objects as related to processes is often considered critical for mathematics understanding. Yet, the ontology of mathematical objects remains under debate. In this paper, we theoretically oppose internalist approaches that claim mental entities as the endpoints of process–object transitions and externalist approaches that stress mathematical artifacts—such as physical manipulatives and formulas—as constituting mathematical objects. We search for a view on process–object duality that overcomes the dualism of mind and body. One such approach is commognition that describes mathematical objects as discursive entities. This paper expands the nature of mathematical objects beyond discourse and highlights the role of learners' interaction with the environment by adopting ecological onto-epistemology. We develop a functional dynamic systems perspective on process–object duality in mathematics learning emphasizing embodied actions and the re-invention of artifacts' affordances. As a main result, we reconsider process–object duality as a reification of repetitive actions into a cultural artifact that consists of two steps: (1) forming a new sensory-motor coordination that brings new perception to the fore and (2) crystallizing a new artifact in a mathematical environment that captures this new perception. An empirical example from research on embodied action-based design for trigonometry illustrates our theoretical ideas. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Studies in Mathematics is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 179968719 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Reifying actions into artifacts: process–object duality from an embodied perspective on mathematics learning. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Shvarts%2C+Anna%22">Shvarts, Anna</searchLink><relatesTo>1</relatesTo><i> a.y.shvarts@uu.nl</i><br /><searchLink fieldCode="AR" term="%22Bos%2C+Rogier%22">Bos, Rogier</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Doorman%2C+Michiel%22">Doorman, Michiel</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Drijvers%2C+Paul%22">Drijvers, Paul</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Studies+in+Mathematics%22">Educational Studies in Mathematics</searchLink>. Oct2024, Vol. 117 Issue 2, p193-214. 22p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Theory+of+knowledge%22">Theory of knowledge</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Reification%22">Reification</searchLink><br /><searchLink fieldCode="DE" term="%22Philosophy%22">Philosophy</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Grasping mathematical objects as related to processes is often considered critical for mathematics understanding. Yet, the ontology of mathematical objects remains under debate. In this paper, we theoretically oppose internalist approaches that claim mental entities as the endpoints of process–object transitions and externalist approaches that stress mathematical artifacts—such as physical manipulatives and formulas—as constituting mathematical objects. We search for a view on process–object duality that overcomes the dualism of mind and body. One such approach is commognition that describes mathematical objects as discursive entities. This paper expands the nature of mathematical objects beyond discourse and highlights the role of learners' interaction with the environment by adopting ecological onto-epistemology. We develop a functional dynamic systems perspective on process–object duality in mathematics learning emphasizing embodied actions and the re-invention of artifacts' affordances. As a main result, we reconsider process–object duality as a reification of repetitive actions into a cultural artifact that consists of two steps: (1) forming a new sensory-motor coordination that brings new perception to the fore and (2) crystallizing a new artifact in a mathematical environment that captures this new perception. An empirical example from research on embodied action-based design for trigonometry illustrates our theoretical ideas. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Studies in Mathematics is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=179968719 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10649-024-10310-y Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 193 Subjects: – SubjectFull: Theory of knowledge Type: general – SubjectFull: Education Type: general – SubjectFull: Mathematics Type: general – SubjectFull: Reification Type: general – SubjectFull: Philosophy Type: general Titles: – TitleFull: Reifying actions into artifacts: process–object duality from an embodied perspective on mathematics learning. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Shvarts, Anna – PersonEntity: Name: NameFull: Bos, Rogier – PersonEntity: Name: NameFull: Doorman, Michiel – PersonEntity: Name: NameFull: Drijvers, Paul IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 00131954 Numbering: – Type: volume Value: 117 – Type: issue Value: 2 Titles: – TitleFull: Educational Studies in Mathematics Type: main |
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