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Multimodality and mathematical meaning-making: blind students’ interactions with symmetry

Fernandes, Solange Hassan Ahmad Ali; Healy, Lulu (2013). Multimodality and mathematical meaning-making: blind students’ interactions with symmetry. Revista Internacional de Pesquisa em Educação Matemática, 3(1), pp. 36-55 .

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Resumen

In this paper, we examine the claim that mathematical cognition is embodied by exploring the co-ordinations of multimodal resources which characterise dialogues between researchers and blind mathematics students. We begin by considering approaches to understanding the relationship between perception and conception in different academic fields, notably philosophy and neuroscience. This leads us to adopt an embodied perspective on mathematical cognition, with roots in the phenomenology of merleau-ponty. We illustrate how the lived-in bodies of the two blind students interviewed impinged upon their mathematical activities as they worked on a series of task involving symmetrical figures and geometrical transformations – and how the practices of the student with no visual memories differed from those of the student who had more recently lost his sight.

Tipo de Registro:Artículo
Términos clave:04. Alumno > Necesidades especiales > Alumnos discapacitados
Otros términos clave específicos no incluidos en las secciones anteriores > R-S > Significado
03. Aula > Recursos didácticos > Materiales manipulativos
Nivel Educativo:Educación Secundaria Básica (13-16 años)
Educación Primaria (7-12 años)
Código ID:25581
Depositado Por:Monitor Funes 2
Depositado En:03 Jun 2022 13:10
Fecha de Modificación Más Reciente:03 Jun 2022 13:10
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