Embodied cognition as grounding for situatedness and context in mathematics education
SMC Affiliated Work
1
Status
Faculty
School
Kalmanovitz School of Education
Department
Teacher Education
Document Type
Article
Publication Date
1-1-1999
Publication / Conference / Sponsorship
Educational Studies in Mathematics
Scholarly
yes
Peer Reviewed
1
DOI
10.1023/A:1003759711966
Volume
39
Issue
1-3
First Page
45
Last Page
65
Disciplines
Education
Original Citation
Núñez, R.E, Edwards, Laurie D., & Matos, J.F. (1999). Embodied cognition as grounding for situatedness and context in mathematics education. Educational Studies in Mathematics, 39(1-3), 45-65.
Repository Citation
Edwards, Laurie D. and author(s), additional. Embodied cognition as grounding for situatedness and context in mathematics education (1999). Educational Studies in Mathematics. 39 (1-3), 45-65. 10.1023/A:1003759711966 [article]. https://digitalcommons.stmarys-ca.edu/school-education-faculty-works/878
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