id: 06495803
dt: a
an: 2015f.00184
au: Healy, Lulu
ti: Hands that see, hands that speak: investigating relationships between
sensory activity, forms of communicating and mathematical cognition.
so: Cho, Sung Je (ed.), Selected regular lectures from the 12th international
congress on mathematical education, ICME 12, Seoul, Korea, July 8‒15,
2012. Cham: Springer (ISBN 978-3-319-17186-9/hbk;
978-3-319-17187-6/ebook). 289-308 (2015).
py: 2015
pu: Cham: Springer
la: EN
cc: C40 C50
ut: blind mathematics learner; deaf mathematics learners; embodied cognition;
gestures
ci:
li: doi:10.1007/978-3-319-17187-6_17
ab: Summary: This contribution explores the role of the body’s senses in the
constitution of mathematical practices. It examines the mathematics
activities of learners with disabilities, with the idea being that by
identifying the differences and similarities in the practices of those
whose knowledge of the world is mediated through different sensory
channels, we might not only become better able to respond to their
particular needs, but also to build more robust understandings of the
relationships between experience and cognition more generally. To focus
on connections between perceptual activities, material and semiotic
resources and mathematical meanings, the discussion concentrates on the
mathematical practices of learners who see with their hands or who
speak with their hands. This discussion centres around two examples
from our research with blind learners and deaf learners and, in
particular, analyses the multiple roles played by their hands in
mathematical activities.
rv: