“No! He starts walking backwards!”: interpreting motion graphs and the question of space, place and distance

By Luis Radford. 2009

47 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Language and Linguistics, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/80d74510fc4f2b4a4ee9870f82d31ab8af040353

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Citations in the corpus

Representational disfluency in algebra: evidence from student gestures and speech (2009, background): “From a sociocultural perspective, Radford (2009) also shows the influences the graph itself has on students’ thinking and interpretations.”
Drawing space: mathematicians’ kinetic conceptions of eigenvectors (2010, background): “Other researchers have also reported instances in which students communicate their thinking through gestures before they do so through speech (see, for example, Radford, 2009 ).”
Algebraic thinking from a cultural semiotic perspective (2010, unknown): “…activities that can offer students the opportunity to reflect algebraically and to get acquainted with some basic ideas of algebra in different contexts equations, pattern generalisation and, recently, graph interpretation (Radford 2000, 2002b, 2003, 2009a, 2009b; Radford, Bardini and Sabena 2007).”
Early Algebraic Thinking: Epistemological, Semiotic, and Developmental Issues (2012, background): “Adolescents in general tend to gesture, talk and symbolize in harmonious coordinated manners (often after a period of mismatch between words and gestures (Arzarello & Edwards, 2005; Radford, 2009a).”
Metaphors in mathematics classrooms: analyzing the dynamic process of teaching and learning of graph functions (2010, unknown): “…Bazzani, 2001; Font, 2007; Font & Acevedo, 2003; Lakoff & Núñez, 2000; Malaspina & Font, 2009; Nemirovsky, Tierney & Wright, 1998; Núñez, 2007; Radford, 2009; Radford, Miranda & Guzmán, 2008; Robutti, 2006) highlights the role of the body in mathematical thinking with respect to reading and…”