Where Mathematics Comes From

By George Lakoff, Rafael E. Núñez. 2000

632 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a0aefd7f14796c021a285d6bed17162c3a7e484a

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Citations in the corpus

Gestures, Speech, and the Sprouting of Signs: A Semiotic-Cultural Approach to Students' Types of Generalization (2003, background): “Although I consider the path followed by Nunez (2000) and Lakoff and Nunez (2000) rather enlightening, I want to emphasize that the students’ embodiment of experience, as I take it here, is not seen as resulting from a biological origin.”
THINKING THROUGH THREE WORLDS OF MATHEMATICS (2004, background): “In the second development, Lakoff and colleagues theorized that human embodiment suffused all human thinking, culminating in an analysis of Where Mathematics Comes From (Lakoff & Nunez, 2000).”
How bodies matter: five themes for interaction design (2006, methodology): “Such educational methods nicely leverage the bodily basis of mathematical concepts for learning [ 39 ].”
Relationships between embodied objects and symbolic procepts: an explanatory theory of success and failure in mathematics (2004, methodology): “We use the term ‘embodied object’ in a manner similar to the theory of Lakoff and his colleagues who speak of ‘embodied cognitive science’ (Lakoff & Johnson, 1999; Lakoff & Nunez, 2000 ).”
Reflections on Theories of Learning (2006, background): “Recently Lakoff and Núñez (2000) even developed the ideas embodied metaphors so as to offer an account of the discipline of mathematics.”
Introducing Three Worlds of Mathematics (2004, background): “Lakoff and his colleagues assert, in their own broad meaning, that everything is embodied (Lakoff & Johnson, 1999, Lakoff & Nunez 2000).”
The fundamental cycle of concept construction underlying various theoretical frameworks (2005, background): “Others, such as the embodied theory of Lakoff and Nunez (2000) or the situated learning of Lave and Wenger (1990) paint in broader brush-strokes, featuring the underlying biological or social structures involved.”
Visualizing Thought (2011, background): “Similarly, some kinds of maps add information not directly visible in the environment, such as contour lines for topography of the ground or for weather fronts.”
Some Historical Issues and Paradoxes Regarding the Concept of Infinity: An Apos Analysis: Part 2 (2005, background): “Lakoff and Núñez (2000) maintain that our understanding of mathematical notions of infinity is based on the establishment of a conceptual metaphor, the Basic Metaphor of Infinity (p. 159), that links the target domain of processes that go on and on with the source domain of completed finite…”