Embodied and dis-embodied affordances in mathematics education

Artigo2025

Danyal Farsani ORCID; Omid Khatin‐Zadeh ORCID

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Resumo

In this paper, we discuss a two-way mechanism for acquiring mathematical knowledge: dis-embodied-to-embodied and embodied-to-dis-embodied shifts. Shifting from an embodied representation to a dis-embodied representation enables mathematics learners to discover general rules and patterns that can be applied to a wide range of mathematical problems, while shifting from a dis-embodied representation to an embodied representation allows mathematics learners to acquire a more graspable knowledge of mathematics. After discussing these two shifts in mode of processing, we describe a two-way mechanism through which a parallel employment of these two modes of thought allows mathematics learners to acquire a grounded and deep knowledge of mathematics. Therefore, any mathematics education program should engage learners in both modes of processing. Finally, we conclude that it is not possible to have an efficient education program by focusing on just one mode of mathematical thought.

Dados da obra

Tipo: Artigo
Periódico: Frontiers in Education, v. 10
Editora: Frontiers Media
Ano: 2025 (2025-02-20)
Idioma: en
Palavras-chave: embodied cognition; mathematical knowledge acquisition; mathematical representation; mathematics education
DOI: 10.3389/feduc.2025.1528755
ISSN: 2504-284X
Licença: cc-by
Acesso: Download disponível
Fontes: OpenAlex
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
FARSANI, Danyal; KHATIN‐ZADEH, Omid. Embodied and dis-embodied affordances in mathematics education. Frontiers in Education, v. 10, 2025. DOI: https://doi.org/10.3389/feduc.2025.1528755.

APA

Farsani, D., & Khatin‐Zadeh, O. (2025). Embodied and dis-embodied affordances in mathematics education. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1528755

BibTeX

@article{farsani2025,
  author = {Farsani, Danyal and Khatin‐Zadeh, Omid},
  title = {Embodied and dis-embodied affordances in mathematics education},
  year = {2025},
  journal = {Frontiers in Education},
  volume = {10},
  publisher = {Frontiers Media},
  doi = {10.3389/feduc.2025.1528755},
  language = {en}
}

RIS

TY  - JOUR
AU  - Farsani, Danyal
AU  - Khatin‐Zadeh, Omid
TI  - Embodied and dis-embodied affordances in mathematics education
PY  - 2025
JO  - Frontiers in Education
VL  - 10
DO  - 10.3389/feduc.2025.1528755
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS