Get 20M+ Full-Text Papers For Less Than $1.50/day. Subscribe now for You or Your Team.

Learn More →

Embodied cognition as grounding for situatedness and context in mathematics education

Embodied cognition as grounding for situatedness and context in mathematics education In this paper we analyze, from the perspective of 'Embodied Cognition', why learning and cognition are situated and context-dependent. We argue that the nature of situated learning and cognition cannot be fully understood by focusing only on social, cultural and contextual factors. These factors are themselves further situated and made comprehensible by the shared biology and fundamental bodily experiences of human beings. Thus cognition itself is embodied, and the bodily-grounded nature of cognition provides a foundation for social situatedness, entails a reconceptualization of cognition and mathematics itself, and has important consequences for mathematics education. After framing some theoretical notions of embodied cognition in the perspective of modern cognitive science, we analyze a case study – continuity of functions. We use conceptual metaphor theory to show how embodied cognition, while providing grounding for situatedness, also gives fruitful results in analyzing the cognitive difficulties underlying the understanding of continuity. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Educational Studies in Mathematics Springer Journals

Embodied cognition as grounding for situatedness and context in mathematics education

Loading next page...
 
/lp/springer-journals/embodied-cognition-as-grounding-for-situatedness-and-context-in-dzdlGu0PVn

References (69)

Publisher
Springer Journals
Copyright
Copyright © 1999 by Kluwer Academic Publishers
Subject
Education; Mathematics Education; Mathematics, general
ISSN
0013-1954
eISSN
1573-0816
DOI
10.1023/A:1003759711966
Publisher site
See Article on Publisher Site

Abstract

In this paper we analyze, from the perspective of 'Embodied Cognition', why learning and cognition are situated and context-dependent. We argue that the nature of situated learning and cognition cannot be fully understood by focusing only on social, cultural and contextual factors. These factors are themselves further situated and made comprehensible by the shared biology and fundamental bodily experiences of human beings. Thus cognition itself is embodied, and the bodily-grounded nature of cognition provides a foundation for social situatedness, entails a reconceptualization of cognition and mathematics itself, and has important consequences for mathematics education. After framing some theoretical notions of embodied cognition in the perspective of modern cognitive science, we analyze a case study – continuity of functions. We use conceptual metaphor theory to show how embodied cognition, while providing grounding for situatedness, also gives fruitful results in analyzing the cognitive difficulties underlying the understanding of continuity.

Journal

Educational Studies in MathematicsSpringer Journals

Published: Oct 5, 2004

There are no references for this article.