메뉴 건너뛰기




Volumn 47, Issue 2, 2015, Pages 295-306

Bringing forth mathematical concepts: signifying sensorimotor enactment in fields of promoted action

Author keywords

[No Author keywords available]

Indexed keywords


EID: 84925000885     PISSN: 18639690     EISSN: 18639704     Source Type: Journal    
DOI: 10.1007/s11858-014-0620-0     Document Type: Article
Times cited : (71)

References (54)
  • 1
    • 57849126299 scopus 로고    scopus 로고
    • Abrahamson, D. (2009). Embodied design: Constructing means for constructing meaning. Educational Studies in Mathematics, 70(1), 27–47. [Electronic supplementary material at]
    • Abrahamson, D. (2009). Embodied design: Constructing means for constructing meaning. Educational Studies in Mathematics, 70(1), 27–47. [Electronic supplementary material at http://edrl.berkeley.edu/publications/journals/ESM/Abrahamson-ESM/].
  • 2
    • 84868156604 scopus 로고    scopus 로고
    • Discovery reconceived: Product before process
    • Abrahamson, D. (2012). Discovery reconceived: Product before process. For the Learning of Mathematics,32(1), 8–15.
    • (2012) For the Learning of Mathematics , vol.32 , Issue.1 , pp. 8-15
    • Abrahamson, D.1
  • 3
    • 84880537702 scopus 로고    scopus 로고
    • Toward a taxonomy of design genres: Fostering mathematical insight via perception-based and action-based experiences. In J. P. Hourcade, E. A. Miller & A. Egeland (Eds.), Proceedings of the 12th Annual Interaction Design and Children Conference (IDC 2013) (Vol. “Full Papers”, pp
    • New York: The New School and Sesame Workshop
    • Abrahamson, D. (2013). Toward a taxonomy of design genres: Fostering mathematical insight via perception-based and action-based experiences. In J. P. Hourcade, E. A. Miller & A. Egeland (Eds.), Proceedings of the 12th Annual Interaction Design and Children Conference (IDC 2013) (Vol. “Full Papers”, pp. 218–227). New York: The New School and Sesame Workshop.
    • (2013) 218–227)
    • Abrahamson, D.1
  • 5
    • 84943370903 scopus 로고    scopus 로고
    • Abrahamson, D., & Lindgren, R. (2014, in press). Embodiment and embodied design. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (2nd ed.). Cambridge: Cambridge University Press
    • Abrahamson, D., & Lindgren, R. (2014, in press). Embodiment and embodied design. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (2nd ed.). Cambridge: Cambridge University Press.
  • 7
    • 84878108359 scopus 로고    scopus 로고
    • Stepping off the pendulum: Why only an action-based approach can transcend the nativist–empiricist debate
    • Allen, J. W. P., & Bickhard, M. H. (2013). Stepping off the pendulum: Why only an action-based approach can transcend the nativist–empiricist debate. Cognitive Development,28(2), 96–133.
    • (2013) Cognitive Development , vol.28 , Issue.2 , pp. 96-133
    • Allen, J.W.P.1    Bickhard, M.H.2
  • 8
    • 84890815776 scopus 로고    scopus 로고
    • Balancing justice: Exploring embodied metaphor and whole body interaction for an abstract domain
    • Antle, A. N., Corness, G., & Bevans, A. (2013). Balancing justice: Exploring embodied metaphor and whole body interaction for an abstract domain. International Journal of Arts and Technology,6(4), 388–409.
    • (2013) International Journal of Arts and Technology , vol.6 , Issue.4 , pp. 388-409
    • Antle, A.N.1    Corness, G.2    Bevans, A.3
  • 10
    • 79957871137 scopus 로고    scopus 로고
    • Barsalou, L. W. (2010). Grounded cognition: past, present, and future. Topics in Cognitive Science,
    • Barsalou, L. W. (2010). Grounded cognition: past, present, and future. Topics in Cognitive Science,2(4), 716–724.
  • 11
    • 61349196257 scopus 로고    scopus 로고
    • Semiotic mediation in the mathematics classroom: Artefacts and signs after a Vygotskian perspective. In L. D. English, M. G. Bartolini Bussi, G. A. Jones, R. Lesh & D. Tirosh (Eds.), Handbook of international research in mathematics education (2nd revised ed., pp
    • Mahwah, Lawrence Erlbaum Associates:
    • Bartolini Bussi, M. G., & Mariotti, M. A. (2008). Semiotic mediation in the mathematics classroom: Artefacts and signs after a Vygotskian perspective. In L. D. English, M. G. Bartolini Bussi, G. A. Jones, R. Lesh & D. Tirosh (Eds.), Handbook of international research in mathematics education (2nd revised ed., pp. 720–749). Mahwah: Lawrence Erlbaum Associates.
    • (2008) 720–749)
    • Bartolini Bussi, M.G.1    Mariotti, M.A.2
  • 12
    • 77951703232 scopus 로고    scopus 로고
    • Scaffolding embodied practices in professional education
    • Becvar Weddle, L. A., & Hollan, J. D. (2010). Scaffolding embodied practices in professional education. Mind, Culture & Activity,17(2), 119–148.
    • (2010) Mind, Culture & Activity , vol.17 , Issue.2 , pp. 119-148
    • Becvar Weddle, L.A.1    Hollan, J.D.2
  • 13
    • 0003532652 scopus 로고    scopus 로고
    • Dexterity and its development. In M. L. Latash & M. T
    • Mahwah, Lawrence Erlbaum Associates:
    • Bernstein, N. A. (1996). Dexterity and its development. In M. L. Latash & M. T. Turvey (Eds.). Mahwah: Lawrence Erlbaum Associates.
    • (1996) Turvey (Eds.)
    • Bernstein, N.A.1
  • 15
    • 84924988370 scopus 로고    scopus 로고
    • Skill learning, parsing
    • Decomposing and blending action at the potter‘s wheel, Manuscript:
    • Churchill, E. (2014). Skill learning, parsing, and narrated enactments: Decomposing and blending action at the potter‘s wheel. (Manuscript in preparation).
    • (2014) and narrated enactments
    • Churchill, E.1
  • 16
    • 84924988369 scopus 로고    scopus 로고
    • Scientific antecedents of situated cognition. In P. Robbins & M. Aydede (Eds.), Cambridge handbook of situated cognition (pp
    • New York: Cambridge University Press
    • Clancey, W. J. (2008). Scientific antecedents of situated cognition. In P. Robbins & M. Aydede (Eds.), Cambridge handbook of situated cognition (pp. 11–34). New York: Cambridge University Press.
    • (2008) 11–34)
    • Clancey, W.J.1
  • 22
    • 17744380235 scopus 로고    scopus 로고
    • The brain’s concepts: The role of the sensory-motor system in conceptual knowledge
    • Gallese, V., & Lakoff, G. (2005). The brain’s concepts: The role of the sensory-motor system in conceptual knowledge. Cognitive Neuropsychology,22(3–4), 455–479.
    • (2005) Cognitive Neuropsychology , vol.22 , Issue.3-4 , pp. 455-479
    • Gallese, V.1    Lakoff, G.2
  • 24
    • 85143191245 scopus 로고    scopus 로고
    • The Mathematical Imagery Trainer: From embodied interaction to conceptual learning. In G. Fitzpatrick, C. Gutwin, B. Begole, W. A. Kellogg & D. Tan (Eds.), Proceedings of the annual meeting of The Association for Computer Machinery Special Interest Group on Computer Human Interaction: “Human Factors in Computing Systems” (CHI 2011), Vancouver, May 7–12, 2011 (Vol. “Full Papers”, pp
    • New York: ACM Press
    • Howison, M., Trninic, D., Reinholz, D., & Abrahamson, D. (2011). The Mathematical Imagery Trainer: From embodied interaction to conceptual learning. In G. Fitzpatrick, C. Gutwin, B. Begole, W. A. Kellogg & D. Tan (Eds.), Proceedings of the annual meeting of The Association for Computer Machinery Special Interest Group on Computer Human Interaction: “Human Factors in Computing Systems” (CHI 2011), Vancouver, May 7–12, 2011 (Vol. “Full Papers”, pp. 1989–1998). New York: ACM Press.
    • (2011) 1989–1998)
    • Howison, M.1    Trninic, D.2    Reinholz, D.3    Abrahamson, D.4
  • 25
    • 84890802562 scopus 로고    scopus 로고
    • The cultural ecosystem of human cognition
    • Hutchins, E. (2014). The cultural ecosystem of human cognition. Philosophical Psychology,27(1), 34–49.
    • (2014) Philosophical Psychology , vol.27 , Issue.1 , pp. 34-49
    • Hutchins, E.1
  • 26
    • 84886691855 scopus 로고    scopus 로고
    • Radically enactive cognition in our grasp
    • Radman Z, (ed), MIT Press, Cambridge:
    • Hutto, D. D. (2013). Radically enactive cognition in our grasp. In Z. Radman (Ed.), The hand: An organ of the mind (pp. 227–252). Cambridge: MIT Press.
    • (2013) The hand: An organ of the mind , pp. 227-252
    • Hutto, D.D.1
  • 29
    • 85071122658 scopus 로고    scopus 로고
    • Growing minds, growing mathematical understanding: Mathematical understanding, abstraction and interaction
    • Burton L, (ed), Falmer Press, London:
    • Kieren, T. E., Pirie, S. E. B., & Gordon Calvert, L. (1999). Growing minds, growing mathematical understanding: Mathematical understanding, abstraction and interaction. In L. Burton (Ed.), Learning mathematics, from hierarchies to networks (pp. 209–231). London: Falmer Press.
    • (1999) Learning mathematics, from hierarchies to networks , pp. 209-231
    • Kieren, T.E.1    Pirie, S.E.B.2    Gordon Calvert, L.3
  • 30
    • 0000128591 scopus 로고
    • On distinguishing epistemic from pragmatic action
    • Kirsh, D., & Maglio, P. (1994). On distinguishing epistemic from pragmatic action. Cognitive Science,18(4), 513–549.
    • (1994) Cognitive Science , vol.18 , Issue.4 , pp. 513-549
    • Kirsh, D.1    Maglio, P.2
  • 31
    • 0032728577 scopus 로고    scopus 로고
    • Randomized controlled trial of physiotherapy and Feldenkrais interventions in female workers with neck-shoulder complaints
    • Lundblad, I., Elert, J., & Gerdle, B. (1999). Randomized controlled trial of physiotherapy and Feldenkrais interventions in female workers with neck-shoulder complaints. Journal of Occupational Rehabilitation,9(3), 179–194.
    • (1999) Journal of Occupational Rehabilitation , vol.9 , Issue.3 , pp. 179-194
    • Lundblad, I.1    Elert, J.2    Gerdle, B.3
  • 32
    • 84925016357 scopus 로고    scopus 로고
    • Doing|Mathematics: Analyzing data with/in an enactivist-inspired approach. ZDM - The international Journal on Mathematics Education
    • Maheux, J.-F., & Proulx, J. (2015). Doing|Mathematics: Analyzing data with/in an enactivist-inspired approach. ZDM - The international Journal on Mathematics Education, 47(2) (this issue) (pii:ZDMI-D-14-00004).
    • (2015) 47(2) (this issue) (pii:ZDMI-D-14-00004)
    • Maheux, J.-F.1    Proulx, J.2
  • 33
    • 0003250031 scopus 로고
    • Everything said is said by an observer
    • Thompson W, (ed), Lindisfarne Press, Hudson:
    • Maturana, H. (1987). Everything said is said by an observer. In W. Thompson (Ed.), Gaia: A way of knowing (pp. 65–82). Hudson: Lindisfarne Press.
    • (1987) Gaia: A way of knowing , pp. 65-82
    • Maturana, H.1
  • 37
    • 0010690055 scopus 로고
    • Growth in mathematical understanding: How can we characterize it and how can we represent it?
    • Pirie, S. E. B., & Kieren, T. E. (1994). Growth in mathematical understanding: How can we characterize it and how can we represent it? Educational Studies in Mathematics,26, 165–190.
    • (1994) Educational Studies in Mathematics , vol.26 , pp. 165-190
    • Pirie, S.E.B.1    Kieren, T.E.2
  • 38
    • 0037738355 scopus 로고    scopus 로고
    • The primacy of action in development
    • Latash ML, Turvey MT, (eds), Lawrence Erlbaum Associates, Mahwah:
    • Reed, E. S., & Bril, B. (1996). The primacy of action in development. In M. L. Latash & M. T. Turvey (Eds.), Dexterity and its development (pp. 431–451). Mahwah: Lawrence Erlbaum Associates.
    • (1996) Dexterity and its development , pp. 431-451
    • Reed, E.S.1    Bril, B.2
  • 39
    • 67349185410 scopus 로고    scopus 로고
    • Bodily experience and mathematical conceptions: From classical views to a phenomenological reconceptualization
    • Roth, W.-M., & Thom, J. S. (2009). Bodily experience and mathematical conceptions: From classical views to a phenomenological reconceptualization. Educational Studies in Mathematics,70(2), 175–189.
    • (2009) Educational Studies in Mathematics , vol.70 , Issue.2 , pp. 175-189
    • Roth, W.-M.1    Thom, J.S.2
  • 40
    • 84973740928 scopus 로고
    • Partners in cognition: Extending human intelligences with intelligent technologies
    • Salomon, G., Perkins, D. N., & Globerson, T. (1991). Partners in cognition: Extending human intelligences with intelligent technologies. Educational Researcher,20(3), 2–9.
    • (1991) Educational Researcher , vol.20 , Issue.3 , pp. 2-9
    • Salomon, G.1    Perkins, D.N.2    Globerson, T.3
  • 41
    • 85121571296 scopus 로고
    • Learning: The microgenetic analysis of one student’s evolving understanding of a complex subject matter domain
    • Glaser R, (ed), Erlbaum, Hillsdale:
    • Schoenfeld, A. H., Smith, J. P., & Arcavi, A. (1991). Learning: The microgenetic analysis of one student’s evolving understanding of a complex subject matter domain. In R. Glaser (Ed.), Advances in instructional psychology (pp. 55–175). Hillsdale: Erlbaum.
    • (1991) Advances in instructional psychology , pp. 55-175
    • Schoenfeld, A.H.1    Smith, J.P.2    Arcavi, A.3
  • 43
    • 33749648766 scopus 로고    scopus 로고
    • Distributed learning and mutual adaptation
    • Schwartz, D. L., & Martin, T. (2006). Distributed learning and mutual adaptation. Pragmatics & Cognition,14(2), 313–332.
    • (2006) Pragmatics & Cognition , vol.14 , Issue.2 , pp. 313-332
    • Schwartz, D.L.1    Martin, T.2
  • 46
    • 84875914253 scopus 로고    scopus 로고
    • Leaders in mathematical thinking & learning—a conversation with Zoltan P. Dienes
    • Sriraman, B., & Lesh, R. (2007). Leaders in mathematical thinking & learning—a conversation with Zoltan P. Dienes. Mathematical Thinking and Learning,9(1), 59–75.
    • (2007) Mathematical Thinking and Learning , vol.9 , Issue.1 , pp. 59-75
    • Sriraman, B.1    Lesh, R.2
  • 48
    • 84924954766 scopus 로고    scopus 로고
    • Embodied interaction as designed mediation of conceptual performance
    • Martinovic D, Freiman V, Karadag Z, (eds), 1, Springer, New York:
    • Trninic, D., & Abrahamson, D. (2013). Embodied interaction as designed mediation of conceptual performance. In D. Martinovic, V. Freiman, & Z. Karadag (Eds.), Visual mathematics and cyberlearning (Mathematics education in digital era) (Vol. 1, pp. 119–139). New York: Springer.
    • (2013) Visual mathematics and cyberlearning (Mathematics education in digital era) , pp. 119-139
    • Trninic, D.1    Abrahamson, D.2
  • 51
    • 21844487017 scopus 로고
    • Cognition and artifacts: A contribution to the study of thought in relation to instrumented activity
    • Vérillon, P., & Rabardel, P. (1995). Cognition and artifacts: A contribution to the study of thought in relation to instrumented activity. European Journal of Psychology of Education,10(1), 77–101.
    • (1995) European Journal of Psychology of Education , vol.10 , Issue.1 , pp. 77-101
    • Vérillon, P.1    Rabardel, P.2
  • 53
    • 0003605655 scopus 로고
    • Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press
    • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press. (Original work published 1930).
    • (1978) (Original work published , pp. 1930
    • Vygotsky, L.S.1
  • 54
    • 0001243107 scopus 로고
    • Abstract meditations on the concrete and concrete implications for mathematics education
    • Harel I, Papert S, (eds), Ablex Publishing Corporation, Norwood:
    • Wilensky, U. (1991). Abstract meditations on the concrete and concrete implications for mathematics education. In I. Harel & S. Papert (Eds.), Constructionism (pp. 193–204). Norwood: Ablex Publishing Corporation.
    • (1991) Constructionism , pp. 193-204
    • Wilensky, U.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.