Embodied and dis-embodied affordances in mathematics education
In this paper, we discuss a two-way mechanism for acquiring mathematical knowledge: dis-embodied-to-embodied and embodied-to-dis-embodied shifts. Shifting from an embodied representation to a dis-embodied representation enables mathematics learners to discover general rules and patterns that can be...
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Frontiers Media S.A.
2025-02-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2025.1528755/full |
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| author | Danyal Farsani Omid Khatin-Zadeh |
| author_facet | Danyal Farsani Omid Khatin-Zadeh |
| author_sort | Danyal Farsani |
| collection | DOAJ |
| description | In this paper, we discuss a two-way mechanism for acquiring mathematical knowledge: dis-embodied-to-embodied and embodied-to-dis-embodied shifts. Shifting from an embodied representation to a dis-embodied representation enables mathematics learners to discover general rules and patterns that can be applied to a wide range of mathematical problems, while shifting from a dis-embodied representation to an embodied representation allows mathematics learners to acquire a more graspable knowledge of mathematics. After discussing these two shifts in mode of processing, we describe a two-way mechanism through which a parallel employment of these two modes of thought allows mathematics learners to acquire a grounded and deep knowledge of mathematics. Therefore, any mathematics education program should engage learners in both modes of processing. Finally, we conclude that it is not possible to have an efficient education program by focusing on just one mode of mathematical thought. |
| format | Article |
| id | doaj-art-6ef6af0d970c4fe0b4f5e537310d3c06 |
| institution | DOAJ |
| issn | 2504-284X |
| language | English |
| publishDate | 2025-02-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj-art-6ef6af0d970c4fe0b4f5e537310d3c062025-08-20T03:00:50ZengFrontiers Media S.A.Frontiers in Education2504-284X2025-02-011010.3389/feduc.2025.15287551528755Embodied and dis-embodied affordances in mathematics educationDanyal Farsani0Omid Khatin-Zadeh1Department of Teacher Education, Norwegian University of Science and Technology, Trondheim, NorwaySchool of Foreign Languages, University of Electronic Science and Technology of China, Chengdu, ChinaIn this paper, we discuss a two-way mechanism for acquiring mathematical knowledge: dis-embodied-to-embodied and embodied-to-dis-embodied shifts. Shifting from an embodied representation to a dis-embodied representation enables mathematics learners to discover general rules and patterns that can be applied to a wide range of mathematical problems, while shifting from a dis-embodied representation to an embodied representation allows mathematics learners to acquire a more graspable knowledge of mathematics. After discussing these two shifts in mode of processing, we describe a two-way mechanism through which a parallel employment of these two modes of thought allows mathematics learners to acquire a grounded and deep knowledge of mathematics. Therefore, any mathematics education program should engage learners in both modes of processing. Finally, we conclude that it is not possible to have an efficient education program by focusing on just one mode of mathematical thought.https://www.frontiersin.org/articles/10.3389/feduc.2025.1528755/fulldis-embodied representationembodied representationmathematics educationaffordanceseducation program |
| spellingShingle | Danyal Farsani Omid Khatin-Zadeh Embodied and dis-embodied affordances in mathematics education Frontiers in Education dis-embodied representation embodied representation mathematics education affordances education program |
| title | Embodied and dis-embodied affordances in mathematics education |
| title_full | Embodied and dis-embodied affordances in mathematics education |
| title_fullStr | Embodied and dis-embodied affordances in mathematics education |
| title_full_unstemmed | Embodied and dis-embodied affordances in mathematics education |
| title_short | Embodied and dis-embodied affordances in mathematics education |
| title_sort | embodied and dis embodied affordances in mathematics education |
| topic | dis-embodied representation embodied representation mathematics education affordances education program |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2025.1528755/full |
| work_keys_str_mv | AT danyalfarsani embodiedanddisembodiedaffordancesinmathematicseducation AT omidkhatinzadeh embodiedanddisembodiedaffordancesinmathematicseducation |