The incarnate rhythm of geometrical knowing
Author(s)
Bautistaa, Alfredo
Roth, Michael
Griffith University Author(s)
Year published
2012
Metadata
Show full item recordAbstract
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 ...
View more >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.
View less >
View more >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.
View less >
Journal Title
Journal of Mathematical Behavior
Volume
31
Issue
31
Subject
Mathematics and Numeracy Curriculum and Pedagogy
Mathematical Sciences
Education