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Chapter 18. <i>Seeing</i> the graph vs. <i>being</i> the graph

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Abstract

This study is situated within a body of new work in mathematics education that involves studies of gesture, kinesthetic learning and embodied metaphor and mathematical understandings (for example, Lakoff &#38; N&#250;&#241;ez, 2000; Nemirovsky &#38; Borba, 2003; Goldin-Meadow, Kim &#38; Singer, 1999). This chapter reports findings from the first two years of the author&#8217;s multi-year study exploring variations of secondary students&#8217; gestures when asked to describe mathematical graphs. Three diagnostic categories emerged from this data with regard to learners&#8217; degree of imaginative engagement and ability to notice mathematically salient features when encountering graphs.

References

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