Abstract
There is increasing attention for the embodied and extended nature of mathematical cognition but the bodies of literature on embodied and on extended cognition have developed mostly separately. We propose a new step in the tradition of networking theories: design research from two theoretical perspectives to promote integration. Embodied design and instrumental genesis inspired us to elicit embodied instrumentation: learning via techno-physical interaction with digital artifacts. A case study illustrates a design and subsequent problem solving by a student (aged 16), who uses her body and the designed artifact to solve trigonometric equations. We reflect on the benefits of not only analyzing but also designing from different theories to network these theories.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education |
| Editors | U. T. Jankvist, M. van den Heuvel-Panhuizen, M. Veldhuis |
| Place of Publication | Utrecht, the Netherlands |
| Publisher | Freudenthal Group & Freudenthal Institute, Utrecht University and ERME |
| Pages | 3088-3095 |
| Number of pages | 8 |
| ISBN (Print) | 978-90-73346-75-8 |
| Publication status | Published - 2019 |
Keywords
- Mathematics curriculum
- schemata (cognition)
- sensory experience
- learning theory
- networking theories