Conceptual Integration, Gesture and Mathematics
SMC Affiliated Work
1
Status
Faculty
School
Kalmanovitz School of Education
Department
Teacher Education
Document Type
Article
Publication Date
2008
Publication / Conference / Sponsorship
Proceedings of the Joint Meeting of PME 32 and PME-NA XXX
Editor
Olimpia Figueras, José Luis Cortina, Silvia Alatorre, Teresa Rojano, Armando Sepúlveda
Publisher/Venue
International Group for the Psychology of Mathematics Education
Description/Abstract
The research reported here focuses on an examination of the conceptual underpinnings of two areas of mathematical thought, fractions and proof. The analysis makes use of the theoretical framework of conceptual integration, and draws on spontaneous gesture as an important data source. The question of how gestures evoke meaning is addressed within the context of two studies, one involving prospective elementary school teachers discussing fractions, and the other involving doctoral students in mathematics talking about and carrying out proofs. In both situations, gestures and their accompanying language are analyzed in terms of conceptual mappings from more basic conceptual spaces.
Scholarly
yes
Volume
2
First Page
423
Last Page
430
Disciplines
Education
Original Citation
Edwards, L. (2008). Conceptual integration, gesture and mathematics. Proceedings of the Joint Meeting of PME 32 and PME-NA XXX, 2, 423-430.
Repository Citation
Edwards, Laurie. Conceptual Integration, Gesture and Mathematics (2008). Proceedings of the Joint Meeting of PME 32 and PME-NA XXX. Olimpia Figueras, José Luis Cortina, Silvia Alatorre, Teresa Rojano, Armando Sepúlveda. International Group for the Psychology of Mathematics Education. 2, 423-430. [article]. https://digitalcommons.stmarys-ca.edu/school-education-faculty-works/456
