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Embodied cognition as grounding for situatedness and context in mathematics education 总被引:1,自引:0,他引:1
Rafael E. Núñez Laurie D. Edwards João Filipe Matos 《Educational Studies in Mathematics》1999,39(1-3):45-65
In this paper we analyze, from the perspective of 'Embodied Cognition', why learning and cognition are situated and context-dependent.
We argue that the nature of situated learning and cognition cannot be fully understood by focusing only on social, cultural
and contextual factors. These factors are themselves further situated and made comprehensible by the shared biology and fundamental
bodily experiences of human beings. Thus cognition itself is embodied, and the bodily-grounded nature of cognition provides
a foundation for social situatedness, entails a reconceptualization of cognition and mathematics itself, and has important
consequences for mathematics education. After framing some theoretical notions of embodied cognition in the perspective of
modern cognitive science, we analyze a case study – continuity of functions. We use conceptual metaphor theory to show how
embodied cognition, while providing grounding for situatedness, also gives fruitful results in analyzing the cognitive difficulties
underlying the understanding of continuity.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
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Jack E. Edwards Paul Rosenfeld Marie D. Thomas Patricia J. Thomas Carol E. Newell 《Int J Intercult Relat》1994,18(4)
Researchers at the Navy Personnel Research and Development Center (NPRDC) have investigated issues related to gender, racial, and ethnic diversity for over two decades. Rosenfeld, M.D. Thomas, Edwards, P.J. Thomas, and E.D. Thomas (1991) provided a comprehensive review of NPRDC diversity research conducted between 1970 and 1990. This article examines NPRDC diversity research conducted during the past 5 years and identifies future research issues. The present review is divided into four major topic areas and a final section of conclusions and future directions. The first section describes the Navywide and unit-specific programs to assess equal opportunity climate and sexual harassment. The second section summarizes research pertaining to issues raised by women's changing roles and their increased participation in the Navy. In the third section, the findings of Navy discipline studies shed light on the issue of higher disciplinary rates among minority personnel. Research on Hispanics is reviewed in the fourth section. Finally, in the Discussion and Conclusions section, potential future research emphases are identified. 相似文献
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Dr John Edwards 《Research in Science Education》1990,20(1):66-74
Science teachers tend to operate as if knowledge is the major area and ignorance is a minor appendage. In fact, ignorance
is the dominant, and rapidly expanding, area. This paper argues for greater emphasis on helping students to recognise and
deal productively with ignorance, uncertainty and the unknown.
Specializations: how people think, teaching thinking, design and analysis of teaching materials, ignorance. 相似文献
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