| 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 |