Conceptualizing sound as a form of incarnate mathematical consciousness |
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Authors: | Alfredo Bautista and Wolff-Michael Roth |
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Institution: | (1) Faculty of Education, Department of Curriculum and Instruction, University of Victoria, MacLaurin Building, A420, Victoria, BC, Canada, V8W 3N4 |
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Abstract: | Much of the evidence provided in support of the argument that mathematical knowing is embodied/enacted is based on the analysis
of gestures and bodily configurations, and, to a lesser extent, on certain vocal features (e.g., prosody). However, there
are dimensions involved in the emergence of mathematical knowing and the production of mathematical communication that have
not yet been investigated. The purpose of this article is to theorize one of these dimensions, which we call incarnate sonorous
consciousness. Drawing on microanalyses of two exemplary episodes in which a group of third graders are sorting geometric
solids, we show how sound has the potential to mark mathematical similarities and distinctions. These “audible” similarities
and distinctions, which may be produced by incarnate dimensions such as beat gestures and prosody, allow children to objectify
certain geometrical properties of the objects with which they transact. Moreover, the analysis shows that sonorous production
is intertwined with other dimensions of students’ bodily activity. These findings are interpreted according to the “theory
of mathematics in the flesh,” an alternative to current embodiment/enactivist theories in mathematics education. |
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