Embodied Cognition and the Mathematical Emotional Orientation

Drodge, Edward N.; Reid, David A.

doi:10.1207/s15327833mtl0204_2

Cited by 23 publications

(11 citation statements)

References 16 publications

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“…, denies the mind‐independent existence of mathematics). Proponents of embodied cognition see beliefs as embodied states that provide the basis for mathematical activity (Drodge & Reid, 2000).…”

Section: Contemporary Metaphor Theorymentioning

confidence: 99%

Using Metaphors to Unpack Student Beliefs About Mathematics

Schinck¹,

Neale²,

Pugalee³

et al. 2008

School Sci & Mathematics

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This paper reports on an exploratory study of the mathematical beliefs of a group of ninth and tenth grade students at a large, college preparatory, private school in the Southeastern United States. These beliefs were revealed using contemporary metaphor theory. A thematic analysis of the students' metaphors for mathematics indicated that students had well developed and complex views about mathematics including math as: an Interconnected Structure, a Hierarchical Structure, a Journey of Discovery, an Uncertain Journey, and a Tool. Another prevalent theme revealed by the metaphors was that students believe perseverance is needed for success in mathematics. The data also suggest an impact of gender and tracking on students beliefs about mathematics. Creating metaphors for mathematics provided a catalyst for student reflection, class discussion, and qualitative data, which could aid program evaluation. Several areas for future research were identified through this exploratory study.

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Section: Contemporary Metaphor Theorymentioning

confidence: 99%

Using Metaphors to Unpack Student Beliefs About Mathematics

Schinck¹,

Neale²,

Pugalee³

et al. 2008

School Sci & Mathematics

View full text Add to dashboard Cite

show abstract

“…Indeed, we are currently witnessing a plethora of connections, drawn from, among others, theories of discursive practice (e.g. Evans, 2000;Walshaw, 2010), of embodiment (Drodge & Reid, 2000), of somatic markers (e.g. Brown & Reid, 2004), of neuroscience (Schlöglmann, 2002), of representation (e.g.…”

mentioning

confidence: 99%

Affective productions of mathematical experience

Walshaw

Brown

2011

Educ Stud Math

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In underscoring the affective elements of mathematics experience, we work with contemporary readings of the work of Spinoza on the politics of affect, to understand what is included in the cognitive repertoire of the Subject. We draw on those resources to tell a pedagogical tale about the relation between cognition and affect in settings of mathematical learning. Our interest is first captured in the way in which one teacher's priority of establishing an inclusive learning community occasionally harboured what appeared to be pedagogically restrictive conceptions of mathematics. Yet, the classroom practices that produced these conceptions promoted the students' motivation and provided meaningful access to mathematical learning within the classroom collectivity. In a second example, the postponement of scientific encapsulation in bodily imitations of planetary movement kept alive a shared dynamic sense of an elliptical orbit. In both of these cases, we draw on Spinoza's work to show how the affectivity of classroom practice constituted conceptions of cognition and of mathematical activity crucially linked to the imperatives of participation.

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“…Maturana (1988a) considers emotions to be the foundation of the criteria for acceptance of an explanation by members of a community, and he coined the phrase "emotional orientation" to refer to such criteria. David has written elsewhere about the relationships between emotional orientations and language and some elements of the mathematical emotional orientation (Drodge and Reid, 2001) and students' criteria for accepting explanations (Reid, 2002). Below (Section 4.2) we will provide an example of how somatic markers offer a possible basis for emotional orientations in the context of students' mathematical reasoning.…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

Embodied Cognition: Somatic Markers, Purposes and Emotional Orientations

Brown

Reid

2006

Educ Stud Math

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We describe the "somatic marker hypothesis" proposed by Damasio (1996) to account for the ability of most people to make decisions quickly and continually in the course of their lives. We relate this hypothesis to two other theoretical constructs, emotional orientations and purposes, which we have used in our research on students' reasoning and teachers' decision making. Given that somatic markers are a part of unconscious mental activity, they cannot be observed by introspective reflection. How then can we research something we cannot see? Beginning with the hypothesis that somatic markers influence actions, we observe, particularly, the actions of student teachers, teachers and children in mathematics classrooms at points where they make decisions. This process is illustrated through examples both of teaching and learning in mathematics, and through the account (see Op't Eynde and Hannula, this issue) of 'Frank' reflecting on his decision-making in mathematical activity. We use the case of Frank to illustrate some differences between viewing mathematical activity from our perspective and from those of some other contributors to this special issue. The connections between emotional orientations, somatic markers and purposes are further illustrated by two examples drawn from our research into teacher development and students' reasoning processes.

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Embodied Cognition and the Mathematical Emotional Orientation

Cited by 23 publications

References 16 publications

Using Metaphors to Unpack Student Beliefs About Mathematics

Using Metaphors to Unpack Student Beliefs About Mathematics

Affective productions of mathematical experience

Embodied Cognition: Somatic Markers, Purposes and Emotional Orientations

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