Embodiment in Mathematics Teaching and Learning: Evidence from Learners' and Teachers' Gestures

Autor/inn/en	Alibali, Martha W.; Nathan, Mitchell J.
Titel	Embodiment in Mathematics Teaching and Learning: Evidence from Learners' and Teachers' Gestures
Quelle	In: Journal of the Learning Sciences, 21 (2012) 2, S.247-286 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8406
DOI	10.1080/10508406.2011.611446
Schlagwörter	Mathematics Education; Mathematical Concepts; Physical Environment; Mathematics Instruction; Nonverbal Communication; Schemata (Cognition); Cognitive Processes; Figurative Language; Learning Processes; Teaching Methods; Teacher Student Relationship; Teacher Education + Suchen Sie Ihr Suchwort? Mathematische Bildung; Natürliche Umwelt; Mathematics lessons; Mathematikunterricht; Non-verbal communication; Nonverbale Kommunikation; Cognition; Schema; Kognition; Cognitive process; Kognitiver Prozess; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerausbildung; Lehrerbildung
Abstract	Gestures are often taken as evidence that the body is involved in thinking and speaking about the ideas expressed in those gestures. In this article, we present evidence drawn from teachers' and learners' gestures to make the case that mathematical knowledge is embodied. We argue that mathematical cognition is embodied in 2 key senses: It is based in perception and action, and it is grounded in the physical environment. We present evidence for each of these claims drawn from the gestures that teachers and learners produce when they explain mathematical concepts and ideas. We argue that (a) "pointing" gestures reflect the grounding of cognition in the physical environment, (b) "representational" gestures manifest mental simulations of action and perception, and (c) some "metaphoric" gestures reflect body-based conceptual metaphors. Thus, gestures reveal that some aspects of mathematical thinking are embodied. (Contains 1 table, 3 footnotes and 12 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10