In Proceedings of the 14th International Congress on Mathematical Education (pp. 670–672). https://doi.org/10.1142/9789811287152_0095
ABSTRACT The discussion group focused on embodied processes in mathematics teaching and learning. At this discussion group, we aimed to consider the origins of movements performed by students, teachers, and artifacts. We
invited group participants to reflect on resources initiating bodily movement and on the agents who perform or share the movement from a theory of dynamic systems, a new-materialist perspective, phenomenological perspective, embodied cognitive science, and cultural-historical approach. We questioned when and how movements become recognized as mathematical activity and discourse; we also discussed the criteria in prompting students to act or suspend enactment and leave room for imagination and articulating prediction of the enactment.
invited group participants to reflect on resources initiating bodily movement and on the agents who perform or share the movement from a theory of dynamic systems, a new-materialist perspective, phenomenological perspective, embodied cognitive science, and cultural-historical approach. We questioned when and how movements become recognized as mathematical activity and discourse; we also discussed the criteria in prompting students to act or suspend enactment and leave room for imagination and articulating prediction of the enactment.
Keywords: Embodiment; Gestures; Artifacts; Embodied collaboration; Theory of dynamic systems; New-materialism; Phenomenology; Embodied cognitive science; Cultural-historical approach.