The purpose of the book is to establish a common language for, and
understanding of, embodiment as it applies to mathematical
thinking, and to link mathematics education research to recent work
in gesture studies, cognitive linguistics and the theory of
embodied cognition. Just as in past decades, mathematics education
experienced a ""turn to the social"" in which socio-cultural
factors were explored, in recent years there has been a nascent
""turn to the body."" An increasing number of researchers and
theorists in mathematics education have become interested in the
fact that, although mathematics may be socially constructed, this
construction is not arbitrary or unconstrained, but rather is
rooted in, and shaped by, the body. All those who engage with
mathematics, whether at an elementary or advanced level, share the
same basic biological and cognitive capabilities, as well as
certain common physical experiences that come with being humans
living in a material world. In addition, the doing and
communicating of mathematics is never a purely intellectual
activity: it involves a wide range of bodily actions, from
committing inscriptions to paper or whiteboard, to speaking,
listening, gesturing and gazing. This volume will present recent
research on gesture and mathematics, within a framework that
addresses several levels of mathematical development. The chapters
will begin with contributions that examine early mathematical and
proto-mathematical knowledge, for example, the conservation of
volume and counting. The role of gesture in teaching and learning
arithmetic procedures will be addressed. Core concepts and tools
from secondary level mathematics will be investigated, including
algebra, functions and graphing. And finally, research into the
embodied understanding of advanced topics in geometry and calculus
will be presented. The overall goal for the volume is to
acknowledge the multimodal nature of mathematical knowing, and to
contribute to the creation of a model of the interactions and
mutual influences of bodily motion, spatial thinking, gesture,
speech and external inscriptions on mathematical thinking,
communication and learning. The intended audience is researchers
and theorists in mathematics education as well as graduate students
in the field.
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