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Mathematical Imagination and Embodied Cognition

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Title: Mathematical Imagination and Embodied Cognition
Language: English
Authors: Nemirovsky, Ricardo, Ferrara, Francesca
Source: Educational Studies in Mathematics. Mar 2009 70(2):159-174.
Availability: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Peer Reviewed: Y
Physical Description: PDF
Page Count: 16
Publication Date: 2009
Document Type: Journal Articles
Reports - Descriptive
Education Level: High Schools
Descriptors: Imagination, Interaction, Cognitive Processes, Algebra, Mathematics Instruction, Classroom Communication, High School Students, Secondary School Mathematics, Mathematical Concepts
DOI: 10.1007/s10649-008-9150-4
ISSN: 0013-1954
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.
Abstractor: As Provided
Entry Date: 2009
Accession Number: EJ829250
Database: ERIC
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  Data: Mathematical Imagination and Embodied Cognition
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  Data: <searchLink fieldCode="AR" term="%22Nemirovsky%2C+Ricardo%22">Nemirovsky, Ricardo</searchLink><br /><searchLink fieldCode="AR" term="%22Ferrara%2C+Francesca%22">Ferrara, Francesca</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Studies+in+Mathematics%22"><i>Educational Studies in Mathematics</i></searchLink>. Mar 2009 70(2):159-174.
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  Data: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
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  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.
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