Radical embodiment and semiotics: toward a theory of mathematics in the flesh
The idea that mathematical knowledge is embodied is increasingly taking hold in the mathematics education literature. Yet there are challenges to the existing conceptualizations: There tend to be breaks between (a) the living and experienced body (flesh) and linguistic forms of thought, (b) individu...
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| Veröffentlicht in: | Educational studies in mathematics 2011-07, Vol.77 (2/3), p.267-284 |
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| container_title | Educational studies in mathematics |
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| creator | Thom, Jennifer S. Roth, Wolff-Michael |
| description | The idea that mathematical knowledge is embodied is increasingly taking hold in the mathematics education literature. Yet there are challenges to the existing conceptualizations: There tend to be breaks between (a) the living and experienced body (flesh) and linguistic forms of thought, (b) individual and collective forms of knowing, and (c) the material body and the source of intentionality. Grounded in material phenomenology, we theorize the living body as semiotic expression that not only grounds thought but also leads to its development. We provide a detailed case study that elucidates the three ways in which the living body serves as sign for the growth of a second-grade student's geometric understanding and the other bodies he interacts with. |
| doi_str_mv | 10.1007/s10649-010-9293-y |
| format | Article |
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| identifier | ISSN: 0013-1954 |
| ispartof | Educational studies in mathematics, 2011-07, Vol.77 (2/3), p.267-284 |
| issn | 0013-1954 1573-0816 |
| language | eng |
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| source | Jstor Complete Legacy; Education Source; SpringerLink Journals; JSTOR Mathematics & Statistics |
| subjects | Case Studies Conceptualization Education Elementary school students Fingers Geometric Concepts Gestures Hands Knowledge Mathematics Mathematics Education Phenomenology Railroad cars SECTION 2 Semiotic signs Semiotics Signification Vertices |
| title | Radical embodiment and semiotics: toward a theory of mathematics in the flesh |
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