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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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2025-02-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2025.1528755/full |
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