Otwarty dostęp

On the pregnance of bodily movement and geometrical objects: A post-constructivist account of the origin of mathematical knowledge

Journal of Pedagogy's Cover Image
Journal of Pedagogy
Curriculum Perspectives and Shaping the Lived Body, Issue Editors: Zuzana Bánovčanová, Jan Slavík

Zacytuj

Deleuze, G., & Guattari, F. (1980). Mille plateaux: Capitalisme et schizophrénie [A thousand plateaus: Capitalism and schizophrenia]. Paris, France: Les Éditions de Minuit.Search in Google Scholar

Heidegger, M. (1977). Sein und zeit [Being and time]. Tübingen, Germany: Max Niemeyer. (First published in 1927) Held, R., & Hein, A. (1963). Movement-produced stimulation in the development of visually guided behaviour. Journal of Comparative and Physiological Psychology, 56, 872-876.Search in Google Scholar

Henry, M. (2000). Incarnation: Une phénoménologie de la chair [Incarnation: A phenomenology of the flesh].Paris, France: Éditions du Seuil.Search in Google Scholar

Husserl, E. (1973). Husserliana Band I: Cartesianische mediationen und pariser vorträge [Husserliana vol. 1: Cartesian meditations and Paris lectures]. The Hague, The Netherlands: Martinus Nijhoff.Search in Google Scholar

Husserl, E. (1976). Husserliana Band VI: Die Krisis der europäischen Wissenschaften und die transzendentale Phänomenologie. Eine Einleitung in die phänomenologische Philosophie [Husserliana vol. 4. The crisis of the European sciences and transcendental phenomenology. An introduction to phenomenological philosophy]. The Hague, The Netherlands: Martinus Nijhoff.Search in Google Scholar

Ingold, T. (2011). Being alive: Essays on movement, knowledge and description. London, UK: Routledge.10.4324/9780203818336Search in Google Scholar

Lee, G., & Byun, T. (2012). An explanation for the difficulty of leading conceptual change using a counterintuitive demonstration: The relationship between cognitive conflict and responses. Research in Science Education, 42, 943-965.10.1007/s11165-011-9234-5Search in Google Scholar

Leont’ev, A. N. (1959). Problemy razvitija psixhiki [Problems of mental development]. Moscow, USSR: Idastel’stvo Akademii Pedagogičeskix Nauk.Search in Google Scholar

Maine de Biran, P. (1859a). OEuvres inédites, tome 1 [Unpublished works vol. 1]. Paris, France: Dezobry and Magdeleine.Search in Google Scholar

Maine de Biran, P. (1859b). OEuvres inédites, tome 2 [Unpublished works vol. 2]. Paris, France: Dezobry and Magdeleine.Search in Google Scholar

Merleau-Ponty, M. (1945). Phénoménologie de la perception [Phenomenology of perception] Paris, France: Gallimard.Search in Google Scholar

Merleau-Ponty, M. (1964). Le visible et l’invisible. Paris, France: Gallimard.Search in Google Scholar

Nancy, J.-L. (2000). Corpus [Corpus]. Paris, France: Métaillé.Search in Google Scholar

Petitmengin, C. (2006). L’énaction comme expérience vécue [Enaction as lived experience]. Intellectica, 43, 85-92.Search in Google Scholar

Petitmengin, C. (2007). Towards the source of thoughts: The gestural and transmodal dimensions of lived experience. Journal of Consciousness Studies, 14, 54-82. G., L. Fadiga, V. Gallese, & L. Fogassi. (1996). Premotor cortex and the recognition of motor actions. Cognitive Brain Research, 3, 131-141.Search in Google Scholar

Rizzolatti, G., Fadiga, L., Fogassi, L., & Gallese, V. (1997). The space around us. Science, 277, 190-191.10.1126/science.277.5323.190Search in Google Scholar

Rizzolatti, G., Fogassi, L., & Gallese, V. (2006). Mirrors in the mind. Scientific American, 295 (5), 54-61.10.1038/scientificamerican1106-54Search in Google Scholar

Romano, C. (1998). L’événement et le monde [Event and world]. Paris, France: Presses Universitaires de France.Search in Google Scholar

Roth, W.-M. (2012). Mathematical learning: The unseen and unforeseen. For the Learning of Mathematics, 32 (3), 15-21.Search in Google Scholar

Roth, W.-M. (2013). To event: Towards a post-constructivist approach to theorizing and researching curriculum as event*-in-the-making. Curriculum Inquiry, 43, 388-417.10.1111/curi.12016Search in Google Scholar

Roth, W.-M., & Jornet, A. G. (2013). Situated cognition. WIREs Cognitive Science, 4, 463-478.10.1002/wcs.1242Search in Google Scholar

Roth, W.-M., & Lawless, D. (2002). Scientific investigations, metaphorical gestures, and the emergence of abstract scientific concepts. Learning and Instruction, 12, 285-304.10.1016/S0959-4752(01)00023-8Search in Google Scholar

Roth, W.-M., & Radford, L. (2011). A cultural-historical perspective on mathematics teaching and learning. Rotterdam: Sense Publishers.10.1007/978-94-6091-564-2Search in Google Scholar

Roth, W.-M., & Thom, J. (2009a). Bodily experience and mathematical conceptions: From classical views to a phenomenological reconceptualization. Educational Studies in Mathematics, 70, 175-189.10.1007/s10649-008-9138-0Search in Google Scholar

Roth, W.-M., & Thom, J. (2009b). The emergence of 3d geometry from children’s (teacher-guided) classification tasks. Journal of the Learning Sciences, 18, 45-99.10.1080/10508400802581692Search in Google Scholar

Sheets-Johnstone, M. (2009). The corporeal turn: An interdisciplinary reader. Exeter, UK: Imprint Academic.Search in Google Scholar

Sheets-Johnstone, M. (2010). Body and movement: Basic dynamic principles. In S. Gallagher & D. Schmicking (Eds.), Handbook of phenomenology and cognitive science (pp. 217-234). Dordrecht, The Netherlands: Springer.Search in Google Scholar

Sheets-Johnstone, M. (2011). The primacy of movement (2nd ed.). Amsterdam, The Netherlands: John Benjamins.10.1075/aicr.82Search in Google Scholar

Suchman L. A. (2007). Human-machine reconfigurations: Plans and situated actions (2nd ed.). Cambridge, UK: Cambridge University Press. Search in Google Scholar

eISSN:
1338-2144
Język:
Angielski
Częstotliwość wydawania:
2 razy w roku
Dziedziny czasopisma:
Social Sciences, Education, other