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A Case Study of How Kinesthetic Experiences Can Participate in and Transfer to Work with Equations

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Title: A Case Study of How Kinesthetic Experiences Can Participate in and Transfer to Work with Equations
Language: English
Authors: Nemirovsky, Ricardo, Rasmussen, Chris
Source: International Group for the Psychology of Mathematics Education. 2005 4.
Availability: International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: info@igpme.org; Web site: http://igpme.org
Peer Reviewed: N
Physical Description: PDF
Page Count: 8
Publication Date: 2005
Document Type: Reports - Research
Speeches/Meeting Papers
Education Level: Higher Education
Descriptors: Equations (Mathematics), Undergraduate Students, Transfer of Training, Mathematics Education, Kinesthetic Perception, Kinetics, Motion, Algebra, Mathematical Concepts, Generalization, Case Studies
Abstract: The broad goal of this report is to describe a form of knowing and a way of participating in mathematics learning that contribute to and further alternative views of transfer of learning. We selected an episode with an undergraduate student engaged in a number of different tasks involving a physical tool called "water wheel". The embodied cognition literature is rich with connections between kinesthetic activity and how people qualitatively understand and interpret graphs of motion. However, studies that examine the interplay between kinesthetic activities and work with equations and other algebraic expressions are mostly absent. We show through this episode that kinesthetic experience can transfer or generalize to the building and interpretation of formal, highly symbolic mathematical expressions. (Contains 1 figure.) [For complete proceedings, see ED496851.]
Abstractor: Author
Number of References: 20
Entry Date: 2007
Accession Number: ED496938
Database: ERIC
FullText Text:
  Availability: 0
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  Data: A Case Study of How Kinesthetic Experiences Can Participate in and Transfer to Work with Equations
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  Data: International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: info@igpme.org; Web site: http://igpme.org
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  Data: The broad goal of this report is to describe a form of knowing and a way of participating in mathematics learning that contribute to and further alternative views of transfer of learning. We selected an episode with an undergraduate student engaged in a number of different tasks involving a physical tool called "water wheel". The embodied cognition literature is rich with connections between kinesthetic activity and how people qualitatively understand and interpret graphs of motion. However, studies that examine the interplay between kinesthetic activities and work with equations and other algebraic expressions are mostly absent. We show through this episode that kinesthetic experience can transfer or generalize to the building and interpretation of formal, highly symbolic mathematical expressions. (Contains 1 figure.) [For complete proceedings, see ED496851.]
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      – Text: English
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Transfer of Training
        Type: general
      – SubjectFull: Mathematics Education
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      – SubjectFull: Kinesthetic Perception
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      – SubjectFull: Kinetics
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      – SubjectFull: Motion
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      – SubjectFull: Algebra
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      – SubjectFull: Mathematical Concepts
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      – SubjectFull: Case Studies
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      – TitleFull: A Case Study of How Kinesthetic Experiences Can Participate in and Transfer to Work with Equations
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              Y: 2005
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