Mathematical imagination and embodied cognition

By Ricardo Nemirovsky, Francesca Ferrara. 2009

185 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ab18d7f37d584f5d7d09fe64b92da7024d938797

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Playing Mathematical Instruments: Emerging Perceptuomotor Integration with an Interactive Mathematics Exhibit (2013, background): “Nemirovsky and Ferrara (2009) described these features of the imaginary using the word "juxtaposition," that is, by the juxtaposition of items or actions that were originally (i.e. in actuality) separated temporally, spatially, and thematically.”
Embodiment in Mathematics Teaching and Learning: Evidence From Learners' and Teachers' Gestures (2012, background): “of embodied cognition have begun to view gestures as an indicator of embodied mental representations (e.g., Nemirovsky & Ferrara, 2009; Núñez, 2005).”
Diagram, gesture, agency: theorizing embodiment in the mathematics classroom (2012, background): “9 Though coming from a very different philosophical point of view, Netz (1999) is also at pains to point to the more-than-psychological role of the diagram in Ancient Greek mathematics.”
How Teachers Link Ideas in Mathematics Instruction Using Speech and Gesture: A Corpus Analysis (2014, background): “The situated perspective has been fruitfully applied in analyzing interaction in mathematics classrooms (e.g., Arzarello, 2006; Nemirovsky & Ferrara, 2009; Radford, Bardini, & Sabena, 2007).”
“No! He starts walking backwards!”: interpreting motion graphs and the question of space, place and distance (2009, background): “As Nemirovsky and Ferrara (2009) cogently argue, utterances can also incorporate actions, gestures and other sensorial elements. and direct way.”
Enhancing learning and engagement through embodied interaction within a mixed reality simulation (2016, background): “While much of the research on embodiment and learning has been conducted in the area of mathematics (e.g., Nemirovsky & Ferrara, 2009), there is also a strong foundation for applications of embodied cognition to the learning of science.”
When the Classroom Floor Becomes the Complex Plane: Addition and Multiplication as Ways of Bodily Navigation (2012, background): “The growing interest in the study of gestures in mathematics learning and conceptualization ( Alibali & DiRusso, 1999 ; Nemirovsky & Ferrara, 2009 ; Radford, 2003 , 2009; Roth & Welzel, 2001 ) has increased the recognition of microethnography as a suitable research methodology.”
Grade 2 Students’ Non-Symbolic Algebraic Thinking (2011, background): “See, e.g. the pioneer work of Presmeg (1986); see also Arzarello and Robutti (2004), Edwards (2009), Roth (2001), Nemirovsky and Ferrara (2009) .”
CHILDREN’S GESTURES AND THE EMBODIED KNOWLEDGE OF GEOMETRY (2011, background): “Embodied cognition suggests whatever we recognize as rational, scientific, or mathematical is fully embedded in our bodily actions ( Nemirovsky & Ferrara, 2009 ).”