Understanding the Dis-Embodied Representation of Continuity in Terms of a Strongly Embodied Representation

Autor/inn/en	Khatin-Zadeh, Omid; Farsani, Danyal; Yazdani-Fazlabadi, Babak
Titel	Understanding the Dis-Embodied Representation of Continuity in Terms of a Strongly Embodied Representation
Quelle	In: Cogent Education, 9 (2022) 1, Artikel 2141516 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2022.2141516
Schlagwörter	Mathematical Concepts; Mathematics; Symbols (Mathematics); Concept Formation; Motion; Human Body; Difficulty Level; Abstract Reasoning + Suchen Sie Ihr Suchwort? Mathematik; Concept learning; Begriffsbildung; Bewegungsablauf; Menschlicher Körper; Schwierigkeitsgrad; Abstraktes Denken; Denken
Abstract	In this article, we discuss the process of understanding continuity, which is one of the most fundamental concepts in mathematics. The continuity of mathematical functions is formally defined in terms of abstract symbols and operations. This representation of continuity is very abstract or dis-embodied. Therefore, it is difficult to acquire a clear understanding of it. To facilitate the process of understanding this concept, it is transformed into a strongly embodied motion-based representation which enables us to employ a wider range of sensorimotor networks to understand the concept of continuity. This is one of the most important cases of understanding a highly abstract and difficult-to-define mathematical concept as a strongly embodied motion concept. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01