Perceiving with the eyes and with the hands
Tipo de documento
Autores
Lista de autores
Radford, Luis
Resumen
This article revolves around two experimental examples involving students with and without visual impairment in learning mathematics. The goal is to shed some light on the manner in which learning occurs and how concept formation is achieved within the students’ available sensorial modalities. The examples are analyzed through a theoretical cultural-historical approach to teaching and learning—the theory of knowledge objectification. A key feature of the theory, which is sketched in the first part of the article, is the idea of sensuous cognition. Within this theory, human cognition is not considered as a simple natural or biological feature of living beings. Human cognition is rather considered as a culturally and historically constituted sentient form of creatively responding, acting, feeling, imaging, ransforming, and making sense of the world. The classroom data illustrates the interplay of the various sensuous modalities in mathematical cognition in children with and without visual impairment and makes room for reenvisioning pedagogical actions in special mathematics education.
Fecha
2013
Tipo de fecha
Estado publicación
Términos clave
Desde disciplinas académicas | Discapacidad sensorial o física | Historia de la Educación Matemática | Otro (aprendizaje)
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Volumen
3
Número
1
Rango páginas (artículo)
56-77
ISSN
22380345
Referencias
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