Bibliographic Details
| Title: |
Mathematical imagination and embodied cognition. |
| Authors: |
Nemirovsky, Ricardo1,2 nemirovsky@sciences.sdsu.edu, Ferrara, Francesca3 |
| Source: |
Educational Studies in Mathematics. Mar2009, Vol. 70 Issue 2, p159-174. 16p. 8 Color Photographs, 2 Black and White Photographs, 8 Diagrams. |
| Subject Terms: |
*Algebra, *Mathematics education (Secondary), *Classroom environment, *High school students, *Secondary education, *Public schools, *Cognition, *Trigonometry, Gesture |
| Abstract: |
The goal of this paper is to explore qualities of mathematical imagination in light of a classroom episode. It is based on the analysis of a classroom interaction in a high school Algebra class. We examine a sequence of nine utterances enacted by one of the students whom we call Carlene. Through these utterances Carlene illustrates, in our view, two phenomena: (1) juxtaposing displacements, and (2) articulating necessary cases. The discussion elaborates on the significance of these phenomena and draws relationships with the perspectives of embodied cognition and intersubjectivity. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
