Introduction; 1. When does a body become a body?; 2. The 'ontological turn' of inclusive materialism; 3. Diagrams, gestures, movement; 4. Inventiveness in the mathematics classroom; 5. Materialist approaches to mathematics classroom discourse; 6. The sensory politics of the body mathematical; 7. Mapping the cultural formation of the mathematical aesthetic; 8. The virtuality of mathematical concepts; Conclusion.
This book expands the landscape of research in mathematics education by analyzing how the body influences mathematical thinking.
Elizabeth de Freitas is an associate professor at the Ruth S. Ammon School of Education at Adelphi University. She is the co-editor of Opening the Research Text: Critical Insights and In(ter)ventions into Mathematics Education (2008) and an associate editor of the journal Educational Studies in Mathematics. Nathalie Sinclair is an associate professor in the Faculty of Education, an associate member in the Department of Mathematics and a Canada Research Chair in Tangible Mathematics Learning at Simon Fraser University. She is also an associate editor of For the Learning of Mathematics. She is the author of Mathematics and Beauty: Aesthetic Approaches to Teaching Children (2006) and Developing Essential Understanding of Geometry for Teaching Mathematics (2012), among other books.
'This book is a fabulous and timely contribution. It is a
much-needed and radical critique of current embodied approaches
within mathematics education, arguing that such approaches have, in
large part, retained the very splits (inner/outer,
individual/social) that they hoped to overcome. The scholarship is
excellent and the writing is clear and concise.' Alf Coles,
University of Bristol
'This book is challenging and bracingly intellectual, in a field
that has not always been so orientated. But it is not only
theoretical and sophisticated about its ideas; it is also
intellectual and academic in the best sense about practical
contexts of mathematics schooling and what I might term 'everyday'
phenomena of educational interest.' David Pimm, University of
Alberta
'The sense of timing for this work is finely tuned, because some of
us have been thinking that too often in mathematics education, in
particular, we have been asking the wrong questions in the wrong
way. The authors' response is through a different 'conceptual
space'. Rather than invoking a sociocultural, linguistic, or
sociopolitical turn, the authors' specific approach is to explore
the 'material'. It is an approach that invites dialogue from which
new knowledge can be built.' Margaret Walshaw, Massey University
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