Embodied Mathematics and Education; Elizabeth M.

Mowat

presentation by craig dwyer

An Embodied Experience

Cognitive Mechanisms (Referential Systems grounded in physical sensations/ activities)

Mathematical Understanding

Innate abilities with basic addition/ Subtraction

Embodied Mathematics and Education; Elizabeth M. Mowat

Conceptual Metaphors (to make the abstract concrete) Argument is War

Arithmetic is object collection Arithmetic is object Construction Grounding Metaphors (Correlations between sensory and abstract) Measuring Stick

Arithmetic is motion along a path Image Schema (patterns of thought derived from senses and perceptions systems)

Conceptual Metaphors and Blends Embodied Mathematics and Education; Elizabeth M. Mowat

Container Schema

Perception, Culture and Language

Where does Mathematics Come from?

Even the most abstract mathematical concept bears traces of its origin in physical perception and motor activity, and is this, embodied.

Each layer of metaphor carries the structure to other domains

Complex Networks grow as domains are connected

Embodied Mathematics and Education; Elizabeth M. Mowat

Geometric rotations around a point and the embodied act of rolling or spinning

Relying on a Single Metaphor

Using inappropriate metaphors Difculties with Math

Red Cards or Queen Cards; missing the intersection

Vector as a Force V.Vector as a Journey

Addition always leads to a larger quantity (Object collection and Integers)

Limitations of Metaphors

Misunderstanding metaphors Using two metaphors that conict

Not Integrating Multiple Metaphors

Calculus and properties of motion versus properties of closeness

Embodied Mathematics and Education; Elizabeth M. Mowat

Embodied Mathematics and Education; Elizabeth M. Mowat

Strengthen the ability History of math as changing

Make it part of class community Metaphoric Awareness

Live the Metaphor physically

Everyday Experiences and Play

Implications for Experiential teaching Scaffolding

Presented by Craig Dwyer

Perception, Culture and Language

Where does Mathematics Come from?

Argument is War

Conceptual Metaphors (to make the abstract concrete)

Arithmetic is object Construction Arithmetic is motion along a path

3 Each layer of Even the most metaphor carries the abstract mathematical structure to other concept bears traces of its origin domains in physical perception and motor activity, and is this, Complex embodied. Networks grow as domains are An Embodied connected Experience
Geometric rotations around a point and the embodied act of rolling or spinning Using inappropriate metaphors Red Cards or Queen Cards; missing the intersection

Cognitive Mechanisms (Referential Systems grounded in physical sensations/ 1 activities)

Grounding is object collection Metaphors (Correlations between sensory and abstract)

Arithmetic

Image Schema (patterns

of thought derived from senses and perceptions systems)

Measuring Stick

Mathematical Understanding

Innate abilities with basic addition/ Subtraction

Conceptual Metaphors and Blends

Container Schema

Strengthen the ability Vector as a Force V. Vector as a Journey History Make it of math as part of class changing community Metaphoric Awareness

Addition always Not Difculties leads to a larger quantity Integrating Misunderstanding (Object collection and with Math Multiple the source Integers) Metaphors metaphor Limitations of Metaphors Using two Live the Calculus and properties metaphors that of motion versus properties Metaphor conict physically of closeness

5
Everyday Experiences and Play

Implications Experiential for teaching Scaffolding

Embodied Mathematics and Education; Elizabeth M. Mowat

??Questions??
How does our culture affect our understanding of mathematics? How does a changing culture (or language) affect the metaphors and understanding? Can we understand a changing culture? What is embodied in the Digital Natives generation that perhaps is not embodied in us? Is tracing metaphors and errors in metaphors a useful practice for you as an educator? Is this work accessible to administrators, teachers, students, parents (educational communities)? Would it be possible to implement into our existing system of math education? Is schooling an embodied experience, or is it disembodied? What is the role of our physical bodies in math class? Do classrooms allow for a space to explore metaphors of the physical, cultural, and linguistic worlds?