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  • On the pregnance of bodily movement and geometrical objects: A postconstructivist account of the origin of mathematical knowledge

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    Author(s)
    Roth, Michael
    Griffith University Author(s)
    Roth, Michael
    Year published
    2014
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    Abstract
    Abstract: Traditional (e.g., constructivist) accounts of knowledge ground its origin in the intentional construction on the part of the learner. Such accounts are blind to the fact that learners, by the fact that they do not know the knowledge to be learned, cannot orient toward it as an object to be constructed. In this study, I provide a phenomenological account of the naissance (birth) of knowledge, two words that both have their etymological origin in the same, homonymic Proto-Indo-European syllable g^en-, g^en?-, g^ne-, g^no-. Accordingly, the things of the world and the bodily movements they shape, following Merleau-Ponty ...
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    Abstract: Traditional (e.g., constructivist) accounts of knowledge ground its origin in the intentional construction on the part of the learner. Such accounts are blind to the fact that learners, by the fact that they do not know the knowledge to be learned, cannot orient toward it as an object to be constructed. In this study, I provide a phenomenological account of the naissance (birth) of knowledge, two words that both have their etymological origin in the same, homonymic Proto-Indo-European syllable g^en-, g^en?-, g^ne-, g^no-. Accordingly, the things of the world and the bodily movements they shape, following Merleau-Ponty (1964), are pregnant with new knowledge that cannot foresee itself, and that no existing knowledge can anticipate. I draw on a study of learning in a second-grade mathematics classroom, where children (6-7 years) learned geometry by classifying and modeling 3-dimensional objects. The data clearly show that the children did not foresee, and therefore did not intentionally construct, the knowledge that emerged from the movements of their hands, arms, and bodies that comply with the forms of things. Implications are drawn for classroom instruction.
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    Journal Title
    Journal of Pedagogy
    Volume
    5
    Issue
    1
    DOI
    https://doi.org/10.2478/jped-2014-0004
    Copyright Statement
    © Wolff-Michael Roth 2014. This article is distributed under the terms of the Creative Commons Attribution Non-Commercial License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY-NC-ND 3.0)
    Subject
    Mathematics and Numeracy Curriculum and Pedagogy
    Curriculum and Pedagogy
    Publication URI
    http://hdl.handle.net/10072/66905
    Collection
    • Journal articles

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