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When the Classroom Floor Becomes the Complex Plane: Addition and Multiplication as Ways of Bodily Navigation

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Title: When the Classroom Floor Becomes the Complex Plane: Addition and Multiplication as Ways of Bodily Navigation
Language: English
Authors: Nemirovsky, Ricardo, Rasmussen, Chris, Sweeney, George
Source: Journal of the Learning Sciences. 2012 21(2):287-323.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Physical Description: PDF
Page Count: 37
Publication Date: 2012
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Secondary Education
Descriptors: Cognitive Processes, Mathematics Education, Perception, Mobility, Phenomenology, Geometric Concepts, Spatial Ability, Preservice Teacher Education, Mathematical Concepts, Secondary School Mathematics, Algebra, Numbers, Educational Environment
DOI: 10.1080/10508406.2011.611445
ISSN: 1050-8406
Abstract: In this article we contribute a perspective on mathematical embodied cognition consistent with a phenomenological understanding of perception and body motion. It is based on the analysis of 4 selected episodes in 1 session of an undergraduate mathematics class. The theme of this particular class session was the geometric interpretation of the addition and multiplication of complex numbers. On the basis of these episodes, the article examines 2 conjectures: (a) The mathematical insights developed by an individual or a group are expressed in and constituted by perceptuo-motor activity, and (b) the learning of mathematical ideas is shaped in nondeterministic ways by the setting or learning environment. (Contains 22 figures.)
Abstractor: As Provided
Number of References: 41
Entry Date: 2012
Accession Number: EJ964174
Database: ERIC
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: In this article we contribute a perspective on mathematical embodied cognition consistent with a phenomenological understanding of perception and body motion. It is based on the analysis of 4 selected episodes in 1 session of an undergraduate mathematics class. The theme of this particular class session was the geometric interpretation of the addition and multiplication of complex numbers. On the basis of these episodes, the article examines 2 conjectures: (a) The mathematical insights developed by an individual or a group are expressed in and constituted by perceptuo-motor activity, and (b) the learning of mathematical ideas is shaped in nondeterministic ways by the setting or learning environment. (Contains 22 figures.)
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      – TitleFull: When the Classroom Floor Becomes the Complex Plane: Addition and Multiplication as Ways of Bodily Navigation
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