Metodo

International Studies in Phenomenology and Philosophy

Series | Book | Chapter

194428

Enactive metaphorising in the learning of mathematics

Jorge Soto-Andrade

pp. 619-637

Abstract

We argue that an approach to the learning of mathematics based on enactive (bodily acted out) metaphorising may significantly help in alleviating the cognitive abuse millions of children worldwide suffer when exposed to mathematics. We present illustrative examples of enactive metaphoric approaches in the context of problem posing and solving in mathematics education, involving geometry and randomness, two critical subjects in school mathematics. Our examples show to what extent the way a mathematical situation is metaphorised and enacted by the learners shapes their emerging ideas and insights and how this may help to bridge the gap between the "mathematically gifted" and those apparently not so gifted or mathematically inclined. Our experimental background includes a broad spectrum of prospective secondary math teachers, in-service primary teachers and their pupils, first-year university students majoring in social sciences and humanities and university students majoring in mathematics.

Publication details

Published in:

Kaiser Gabriele, Forgasz Helen, Graven Mellony, Kuzniak Alain, Simmt Elaine, Xu Binyan (2018) Invited lectures from the 13th international congress on mathematical education. Dordrecht, Springer.

Pages: 619-637

DOI: 10.1007/978-3-319-72170-5_34

Full citation:

Soto-Andrade Jorge (2018) „Enactive metaphorising in the learning of mathematics“, In: G. Kaiser, H. Forgasz, M. Graven, A. Kuzniak, E. Simmt & B. Xu (eds.), Invited lectures from the 13th international congress on mathematical education, Dordrecht, Springer, 619–637.