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dc.contributor.authorBautista, Alfredo
dc.contributor.authorRoth, Wolff-Michael
dc.date.accessioned2017-05-03T11:22:31Z
dc.date.available2017-05-03T11:22:31Z
dc.date.issued2012
dc.date.modified2013-03-12T21:57:21Z
dc.identifier.issn00131954
dc.identifier.doi10.1007/s10649-011-9337-y
dc.identifier.urihttp://hdl.handle.net/10072/49402
dc.description.abstractMuch of the evidence provided in support of the argument that mathematical knowing is embodied/enacted is based on the analysis of gestures and bodily configurations, and, to a lesser extent, on certain vocal features (e.g., prosody). However, there are dimensions involved in the emergence of mathematical knowing and the production of mathematical communication that have not yet been investigated. The purpose of this article is to theorize one of these dimensions, which we call incarnate sonorous consciousness. Drawing on microanalyses of two exemplary episodes in which a group of third graders are sorting geometric solids, we show how sound has the potential to mark mathematical similarities and distinctions. These "audible" similarities and distinctions, which may be produced by incarnate dimensions such as beat gestures and prosody, allow children to objectify certain geometrical properties of the objects with which they transact. Moreover, the analysis shows that sonorous production is intertwined with other dimensions of students' bodily activity. These findings are interpreted according to the "theory of mathematics in the flesh," an alternative to current embodiment/enactivist theories in mathematics education.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherSpringer
dc.publisher.placeNetherlands
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom41
dc.relation.ispartofpageto79
dc.relation.ispartofissue1
dc.relation.ispartofjournalEducational Studies in Mathematics
dc.relation.ispartofvolume79
dc.rights.retentionY
dc.subject.fieldofresearchMathematics and Numeracy Curriculum and Pedagogy
dc.subject.fieldofresearchOther Mathematical Sciences
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchcode130208
dc.subject.fieldofresearchcode0199
dc.subject.fieldofresearchcode1302
dc.titleConceptualizing sound as a form of incarnate mathematical consciousness
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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