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Educational Studies in Mathematics


Référence :  Vol. 70, n° 2, mars 2009

Thème :  The role of gesture in mathematics

 
  • Gestures as semiotic resources in the mathematics classroom, Ferdinando Arzarello, Domingo Paola, Ornella Robutti, Cristina Sabena
  • Why do gestures matter? Sensuous cognition and the palpability of mathematical meanings, Luis Radford
  • Gestures and conceptual integration in mathematical talk, Laurie Edwards
  • Working with artefacts: gestures, drawings and speech in the construction of the mathematical meaning of the visual pyramid, Michela Maschietto, Maria Bartolini Bussi
  • Mathematical imagination and embodied cognition, Ricardo Nemirovsky, Francesca Ferrara
  • Bodily experience and mathematical conceptions: from classical views to a phenomenological reconceptualization, Wolff-Michael Roth, Jennifer Thom
  • What’s all the fuss about gestures? A commentary, Anna Sfard
  • Embodied multi-modal communication from the perspective of activity theory, Julian Williams
  • Building intellectual infrastructure to expose and understand ever-increasing complexity, James Kaput



mot(s) clé(s) :  sciences