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251.
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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Laurie Brady 《The Australian Educational Researcher》1993,20(3):17-28
This case study of three different codes of peer assistance for principals was funded by the University of Technology Sydney. Principals from two administrative regions for schooling in NSW were paired according to age, principalship experience and school type, and worked in schools on one of three different modes of peer assistance,viz. peer assistance with facilitator, peer assistance without facilitator, and peer assistance by shadowing. In the first two modes, the principals worked uninterrupted on a negotiated agenda for three days. In the third mode, the principals observed each other’s leadership and management style for two days and provided feedback on the third day. The efficacy of the three models is evaluated and discussed. 相似文献