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dc.contributor.authorBautista, Alfredo
dc.contributor.authorRoth, Michael
dc.contributor.authorS. Thom, Jennifer
dc.date.accessioned2017-05-03T11:22:30Z
dc.date.available2017-05-03T11:22:30Z
dc.date.issued2012
dc.date.modified2013-03-12T21:45:50Z
dc.identifier.issn08264805
dc.identifier.doi10.1007/s10780-012-9164-9
dc.identifier.urihttp://hdl.handle.net/10072/49386
dc.description.abstractPsychologists, philosophers, and educators have traditionally interpreted the phenomenon of insight learning as the result of the sudden comprehension of abstract/conceptual ideas. The present article shows that such phenomenon may also follow and emerge from the kinetic movements of the human body; that is, we conceptualize insight learning as a post-kinetic phenomenon. Further, it is suggested that kinetic movement constitutes the ground of all human knowing. To illustrate this innovative conceptualization of insight learning, we present the analysis of an exemplary classroom episode taken from a two-year longitudinal video-based ethnographic project. Our project is concerned with elementary students' mathematical knowing and learning. In the episode, which was selected among other structurally similar examples, three children are sorting geometrical objects. The evidence shown is interpreted as support for the theory of mathematics in the flesh, a radical approach to embodied cognition. In contrast to other embodiment/ enactivist theories in the field of mathematics education, we suggest that the kinetic movement of the human body constitutes a necessary condition for the emergence of abstract mathematical knowledge, and more specifically for the emergence of geometrical insight.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherSpringer
dc.publisher.placeNetherlands
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom363
dc.relation.ispartofpageto388
dc.relation.ispartofissue4
dc.relation.ispartofjournalInterchange
dc.relation.ispartofvolume42
dc.rights.retentionY
dc.subject.fieldofresearchCurriculum and Pedagogy not elsewhere classified
dc.subject.fieldofresearchHistory and Philosophy of Specific Fields
dc.subject.fieldofresearchcode130299
dc.subject.fieldofresearchcode2202
dc.titleKnowing, Insight Learning, and the Integrity of Kinetic Movement
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.date.issued2012
gro.hasfulltextNo Full Text
gro.griffith.authorRoth, Michael


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