Mathematical imagination and embodied cognition.

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Title:	Mathematical imagination and embodied cognition.
Authors:	Nemirovsky, Ricardo^1,2 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]
	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: 36562578 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0
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Items	– Name: Title Label: Title Group: Ti Data: Mathematical imagination and embodied cognition. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Nemirovsky%2C+Ricardo%22">Nemirovsky, Ricardo</searchLink><relatesTo>1,2</relatesTo><i> nemirovsky@sciences.sdsu.edu</i><br /><searchLink fieldCode="AR" term="%22Ferrara%2C+Francesca%22">Ferrara, Francesca</searchLink><relatesTo>3</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Studies+in+Mathematics%22">Educational Studies in Mathematics</searchLink>. Mar2009, Vol. 70 Issue 2, p159-174. 16p. 8 Color Photographs, 2 Black and White Photographs, 8 Diagrams. – Name: Subject Label: Subject Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Algebra%22">Algebra</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+education+%28Secondary%29%22">Mathematics education (Secondary)</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br /><searchLink fieldCode="DE" term="%22High+school+students%22">High school students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br /><searchLink fieldCode="DE" term="%22Public+schools%22">Public schools</searchLink><br /><searchLink fieldCode="DE" term="%22Cognition%22">Cognition</searchLink><br /><searchLink fieldCode="DE" term="%22Trigonometry%22">Trigonometry</searchLink><br /><searchLink fieldCode="DE" term="%22Gesture%22">Gesture</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – 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.)
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RecordInfo	BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10649-008-9150-4 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 159 Subjects: – SubjectFull: Algebra Type: general – SubjectFull: Mathematics education (Secondary) Type: general – SubjectFull: Classroom environment Type: general – SubjectFull: High school students Type: general – SubjectFull: Secondary education Type: general – SubjectFull: Public schools Type: general – SubjectFull: Cognition Type: general – SubjectFull: Trigonometry Type: general – SubjectFull: Gesture Type: general Titles: – TitleFull: Mathematical imagination and embodied cognition. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Nemirovsky, Ricardo – PersonEntity: Name: NameFull: Ferrara, Francesca IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2009 Type: published Y: 2009 Identifiers: – Type: issn-print Value: 00131954 Numbering: – Type: volume Value: 70 – Type: issue Value: 2 Titles: – TitleFull: Educational Studies in Mathematics Type: main
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