Diagram, gesture, agency: theorizing embodiment in the mathematics classroom
By Elizabeth de Freitas, Nathalie Sinclair. 2012
129 citations recorded by the source corpus.
Subfields: Education, Language and Linguistics, Philosophy
View Paper: https://www.semanticscholar.org/paper/043b26e6f9b637ac1a39cfd7163eba633d92feb6
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Keith Jones
- Nathalie Sinclair
- Dor Abrahamson
- C. Sabena
- Ornella Robutti
- Allen Leung
- M. G. Bartolini Bussi
- Daniel D. Hutto
In Language and Linguistics
- C. Sabena
- Dor Abrahamson
- M. G. Bartolini Bussi
- Nathalie Sinclair
- F. Arzarello
- Keith Jones
- Shaun Gallagher
In Philosophy
- C. Sabena
- Dor Abrahamson
- M. G. Bartolini Bussi
- Daniel D. Hutto
- Nathalie Sinclair
- Kenneth Holmqvist
- F. Arzarello
- Keith Jones
Citations in the corpus
- READING MATHEMATICS REPRESENTATIONS: AN EYE-TRACKING STUDY (2015, background): “Following an empiricist tradition (see de Freitas & Sinclair, 2012), we see that perceptual routine habits and material interactions constitute conceptual categories.”
- Recent research on geometry education: an ICME-13 survey team report (2016, background): “While research on gestures and on diagrams has long been pursued independently (de Freitas and Sinclair 2012), there has more recently been growing interest in the relation between gestures and diagrams in mathematical thinking and learning.”
- The Enactive Roots of STEM: Rethinking Educational Design in Mathematics (2015, background): “…outlined some arguments for a material phenomenology of mathematical displays, we underscore that canonical mathematical displays are expressly unlike basketballs, for example, so that embodied interaction with these displays requires elaborate mental construction (de Freitas and Sinclair 2012).”