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Communication Dans Un Congrès Année : 2015

Perceiving and creating in the mathematics classroom: A case-study in the early years

Résumé

This paper draws on recent research on the theorizing of embodiment in mathematics thinking and learning to adopt a non-dualist perspective that challenges the view that mathematical concepts cannot be perceived and created. This perspective brings out the intensive and immersive aspects of mathematical activity that feed the potential and the mobile in the classroom. Through the analysis of two 8-year old children, who reason on a figural pattern, I show how their ways of talking, moving and feeling allows them to mobilise and invent the mathematics they are learning. In so doing, I propose that perceiving is conceiving and creating is learning.
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Dates et versions

hal-01288473 , version 1 (15-03-2016)

Identifiants

  • HAL Id : hal-01288473 , version 1

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Francesca Ferrara. Perceiving and creating in the mathematics classroom: A case-study in the early years. CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.1925-1932. ⟨hal-01288473⟩
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