Bodily experience and mathematical conceptions: from classical views to a phenomenological reconceptualization

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CHILDREN’S GESTURES AND THE EMBODIED KNOWLEDGE OF GEOMETRY (2011, background): “Accepting this view of gestures as personally and collectively accessible forms of conceptual understanding ( Roth & Thom, 2009a ) then suggests there might very well be vast areas of thought that are not directly related to speech.”
The Enactive Roots of STEM: Rethinking Educational Design in Mathematics (2015, background): “Micro-ethnographical developmental studies suggest that goal-oriented physical interaction with objects is the psychological basis of an individual’s ability to recognize and reproduce symbolic tokens of these objects (Bruner 1960; Piaget et al. 1960; Roth and Thom 2009).”
Bringing forth mathematical concepts: signifying sensorimotor enactment in fields of promoted action (2014, background): “schematic preview of a design We agree with scholars who argue that instrumented interaction gives rise to conceptual reasoning (Melser 2004; Roth and Thom 2009; Ve´rillon and Rabardel 1995; Vygotsky 1978).”