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  • The incarnate rhythm of geometrical knowing

    Author(s)
    Bautistaa, Alfredo
    Roth, Michael
    Griffith University Author(s)
    Roth, Michael
    Year published
    2012
    Metadata
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    Abstract
    Rhythm is a fundamental dimension of human nature at both biological and social levels. However, existing research literature has not suf?ciently investigated its role in mathematical cognition and behavior. The purpose of this article is to bring the concept of "incarnate rhythm" into current discourses in the ?eld of mathematical learning and knowing. Our study is part of a 2-year longitudinal project focused on theorizing the role of the body in elementary students' mathematics. Drawing on an exemplary episode in which a group of third-graders were asked to classify three-dimensional objects, we illustrate how rhythmical ...
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    Rhythm is a fundamental dimension of human nature at both biological and social levels. However, existing research literature has not suf?ciently investigated its role in mathematical cognition and behavior. The purpose of this article is to bring the concept of "incarnate rhythm" into current discourses in the ?eld of mathematical learning and knowing. Our study is part of a 2-year longitudinal project focused on theorizing the role of the body in elementary students' mathematics. Drawing on an exemplary episode in which a group of third-graders were asked to classify three-dimensional objects, we illustrate how rhythmical patterns can emerge in dimensions such as beat gestures, body position, and object orientation. Based on a detailed microanalysis of the episode, which was selected among other structurally similar examples, we conclude that incarnate rhythm is an irreducible feature in the emergence of mathematical sense and the production of mathematical communication.
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    Journal Title
    Journal of Mathematical Behavior
    Volume
    31
    Issue
    31
    DOI
    https://doi.org/10.1016/j.jmathb.2011.09.003
    Subject
    Mathematics and Numeracy Curriculum and Pedagogy
    Mathematical Sciences
    Education
    Publication URI
    http://hdl.handle.net/10072/49423
    Collection
    • Journal articles

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