Welcome to the World of Mathematics -- Where Anything Is Possible! = ¡Bienvenido al mundo de las matemáticas, donde todo es posible!
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| Title: | Welcome to the World of Mathematics -- Where Anything Is Possible! = ¡Bienvenido al mundo de las matemáticas, donde todo es posible! |
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| Language: | English |
| Authors: | Mitchell J. Nathan |
| Source: | North American Chapter of the International Group for the Psychology of Mathematics Education. 2023 (pter). |
| Availability: | North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2023 |
| Document Type: | Speeches/Meeting Papers Reports - Descriptive |
| Descriptors: | Mathematics Education, Mathematical Enrichment, Mathematics Teachers, Problem Solving, Thinking Skills, Productive Thinking, Discovery Processes, World Views, Active Learning, Instructional Innovation |
| Abstract: | In my Keynote Address to PME-NA 45, I offer an embodied framework for naming what makes mathematics powerful for mathematicians and scientists, yet intractable for many learners. The essential claim is this: Students reside in the Real World, where math is grounded, embodied and meaningful, while mathematics resides in the ungrounded, disembodied realm of the UnReal World. To make all educational experiences meaningful, I consider ways to prepare students to be tourists to the UnReal World, such as progressive formalization and immersion in eXtended Reality (XR). Even so, educators must remember that learners remain citizens of the Real World even when visiting the UnReal World. I share examples of how embodied learners make sense of UnReal things, method of making bridges between these worlds, and concerns that entrenched assessment practices neglect the nonverbal ways of knowing expressed by embodied learners. [For the complete proceedings, see ED657822.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | ED658108 |
| Database: | ERIC |
| Abstract: | In my Keynote Address to PME-NA 45, I offer an embodied framework for naming what makes mathematics powerful for mathematicians and scientists, yet intractable for many learners. The essential claim is this: Students reside in the Real World, where math is grounded, embodied and meaningful, while mathematics resides in the ungrounded, disembodied realm of the UnReal World. To make all educational experiences meaningful, I consider ways to prepare students to be tourists to the UnReal World, such as progressive formalization and immersion in eXtended Reality (XR). Even so, educators must remember that learners remain citizens of the Real World even when visiting the UnReal World. I share examples of how embodied learners make sense of UnReal things, method of making bridges between these worlds, and concerns that entrenched assessment practices neglect the nonverbal ways of knowing expressed by embodied learners. [For the complete proceedings, see ED657822.] |
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