Embodied and dis-embodied affordances in mathematics education

Frontiers in Education, Journal Year: 2025, Volume and Issue: 10

Published: Feb. 20, 2025

In this paper, we discuss a two-way mechanism for acquiring mathematical knowledge: dis-embodied-to-embodied and embodied-to-dis-embodied shifts. Shifting from an embodied representation to dis-embodied enables mathematics learners discover general rules patterns that can be applied wide range of problems, while shifting allows acquire more graspable knowledge mathematics. After discussing these two shifts in mode processing, describe through which parallel employment modes thought grounded deep Therefore, any education program should engage both processing. Finally, conclude it is not possible have efficient by focusing on just one thought.

Language: Английский

Dynamic Mathematical Processing Through Symbolic, Situational, and Verbal Representations

Integrative Psychological and Behavioral Science, Journal Year: 2025, Volume and Issue: 59(1)

Published: Jan. 1, 2025

Language: Английский