In H. Krzywacki, M. Hähkiöniemi, E. Haataja, M. Hannula, & P. Hästö (Eds.), Proceedings of the 49th Conference of the International Group for the Psychology of Mathematics Education: General Contributions (pp. 3–26). PME.
ABSTRACT: Embodied design is an educational research paradigm pursuing fundamental epistemological and ontological questions through developing and evaluating material and digital resources for mathematics pedagogy. Drawing on humans’ evolutionary biological capacities, two design genres came forth in dialogue with cultural–historical techno-scientific practice: perception-based embodied design recruits our ability to perform instantaneous inferences about ecological magnitudes formally analyzed as intensive quantities, such as slope, density, or likelihood; and action-based embodied design elicits our knack for learning to move in new ways to solve motor-control problems, whereby we spontaneously form environmental Gestalts facilitating coordination. Here I show how these two genres cohere theoretically in Enactivism.