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Mathematical Representation at the Interface of Body and Culture (Hardcover, New)
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Mathematical Representation at the Interface of Body and Culture (Hardcover, New)
Series: International Perspectives on Mathematics Education
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A Volume in International Perspectives on Mathematics Education -
Cognition, Equity & SocietySeries Editor Bharath Sriraman, The
University of Montana and Lyn English, Queensland University of
TechnologyOver the past two decades, the theoretical interests of
mathematics educators have changed substantially-as any brief look
at the titles and abstracts ofarticles shows. Largely through the
work of Paul Cobb and his various collaborators, mathematics
educators came to be attuned to the intricaterelationship between
individual and the social configuration of which she or he is part.
That is, this body of work, running alongside more
traditionalconstructivist and psychological approaches, showed that
what happens at the collective level in a classroom both constrains
and affords opportunitiesfor what individuals do (their practices).
Increasingly, researchers focused on the mediational role of
sociomathematical norms and how these emergedfrom the enacted
lessons.A second major shift in mathematical theorizing occurred
during the past decade: there is an increasing focus on the
embodied and bodilymanifestation of mathematical knowing (e.g.,
Lakoff & N ez, 2000). Mathematics educators now working from
this perspective have come to theirposition from quite different
bodies of literatures: for some, linguistic concerns and
mathematics as material praxis lay at the origin for their
concerns;others came to their position through the literature on
the situated nature of cognition; and yet another line of thinking
emerged from the work onembodiment that Humberto Maturana and
Francisco Varela advanced. Whatever the historical origins of their
thinking, mathematics educators takingan embodiment perspective
presuppose that it is of little use to think of mathematical
knowing in terms of transcendental concepts somehow recordedin the
brain, but rather, that we need to conceptual knowing as mediated
by the human body, which, because of its senses, is at the origin
of sense.One of the question seldom asked is how the two
perspectives, one that focuses on the bodily, embodied nature of
mathematical cognition and theother that focuses on its social
nature, can be thought together. This edited volume situates itself
at the intersection of theoretical and focal concerns ofboth of
these lines of work. In all chapters, the current culture both at
the classroom and at the societal level comes to be expressed and
providesopportunities for expressing oneself in particular ways;
and these expressions always are bodily expressions of body-minds.
As a collective, thechapters focus on mathematical knowledge as an
aspect or attribute of mathematical performance; that is,
mathematical knowing is in the doing ratherthan attributable to
some mental substrate structured in particular ways as conceived by
conceptual change theorists or traditional cognitivepsychologists.
The collection as a whole shows readers important aspects of
mathematical cognition that are produced and observable at the
interfacebetween the body (both human and those of inherently
material] inscriptions) and culture. Drawing on cultural-historical
activity theory, the editordevelops an integrative perspective that
serves as a background to a narrative that runs through and pulls
together the book into an integrated whole.
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