This study is situated within a body of new work in mathematics education that involves studies of gesture, kinesthetic learning and embodied metaphor and mathematical understandings (for example, Lakoff & Núñez, 2000; Nemirovsky & Borba, 2003; Goldin-Meadow, Kim & Singer, 1999). This chapter reports findings from the first two years of the author’s multi-year study exploring variations of secondary students’ gestures when asked to describe mathematical graphs. Three diagnostic categories emerged from this data with regard to learners’ degree of imaginative engagement and ability to notice mathematically salient features when encountering graphs.
Abrahamson, Dor, Jose Gutiérrez, Timothy Charoenying, Andrea Negrete & Engin Bumbacher
2012. Fostering Hooks and Shifts: Tutorial Tactics for Guided Mathematical Discovery. Technology, Knowledge and Learning 17:1-2 ► pp. 61 ff.
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Bock, Camden G. & Justin K. Dimmel
2021. Digital Representations without Physical Analogues: a Study of Body-Based Interactions with an Apparently Unbounded Spatial Diagram. Digital Experiences in Mathematics Education 7:2 ► pp. 193 ff.
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Gerofsky, Susan
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Gerofsky, Susan & Kim T Zebehazy
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Hutto, Daniel D., Michael D. Kirchhoff & Dor Abrahamson
2015. The Enactive Roots of STEM: Rethinking Educational Design in Mathematics. Educational Psychology Review 27:3 ► pp. 371 ff.
Kianzad, Soheil & Karon E. MacLean
2018. 2018 IEEE Haptics Symposium (HAPTICS), ► pp. 106 ff.
Macrine, Sheila L. & Jennifer M. B. Fugate
2021. Translating Embodied Cognition for Embodied Learning in the Classroom. Frontiers in Education 6
Salle, Alexander & Christina Krause
2021. Kognitive Funktionen von Gesten beim mathematischen Arbeiten. Journal für Mathematik-Didaktik 42:1 ► pp. 123 ff.
Shapiro, Lawrence & Steven A. Stolz
2019. Embodied cognition and its significance for education. Theory and Research in Education 17:1 ► pp. 19 ff.
Sinclair, Nathalie
2023. Knowing as Remembering: Methodological Experiments in Embodied Experiences of Number. Digital Experiences in Mathematics Education
Stephan, Michelle & Didem Akyuz
2022. Semiotics from a Social Constructivist Perspective. International Journal of Science and Mathematics Education 20:7 ► pp. 1499 ff.
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