Cognition, co‐emergence, curriculum

Davis, Ashley; Sumara, Dennis; Kieren, Thomas E.

doi:10.1080/0022027980280203

Cited by 69 publications

(34 citation statements)

References 4 publications

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“…It is more easily accomplished if the students are engaged in active interaction. Three types of listening skills are useful for teachers in interaction with learners: (a) evaluative, (b) interpretive, and (c) hermeneutic (Davis, sumara, & Kieren, 1996). ICT provides means for recording online various forms of student interaction, thus providing a window for teachers to observe various levels of interaction.…”

Section: Implications Of Enactionmentioning

confidence: 99%

Singapore's learning sciences lab: Seeking transformations in ICT-Enabled Pedagogy

Johari¹,

Looi

Hung

et al. 2004

ETR&D

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Section: Implications Of Enactionmentioning

confidence: 99%

Singapore's learning sciences lab: Seeking transformations in ICT-Enabled Pedagogy

Johari¹,

Looi

Hung

et al. 2004

ETR&D

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“…He also refers to autopoiesis, co-emergence, embodied cognition, double embodiment, knowing as being and doing, and structure-determinism. Davis also published several related journal articles (Davis 1995(Davis , 1997Davis, Sumara & Kieren 1996) in which he provides descriptions of enactivism as an interpretive framework. For mathematics education researchers such as Begg (1999Begg ( , 2002Begg ( , 2013 and Samson and Schafer (2010, 2011, 2012, Davis is a primary reference for enactivist theory.…”

Section: Tom Kierenmentioning

confidence: 99%

“…Much of Mason and Johnston-Wilder's summary seems to have been based on Campbell and Dawson's article, which appeared in a book edited by Mason. The body of work inspired by Tom Kieren is represented by a brief quotation from Davis, Sumara and Kieren (1996) which is seen as exemplary of "radical enactivism" (Mason & Johnston-Wilder 2004: 73), in which learning and action are identified.…”

Section: Summing Upmentioning

confidence: 99%

The coherence of enactivism and mathematics education research: A case study

Reid¹

2014

AVANT

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This article addresses the question of the coherence of enactivism as a research perspective by making a case study of enactivism in mathematics education research. Main theoretical directions in mathematics education are reviewed and the history of adoption of concepts from enactivism is described. It is concluded that enactivism offers a 'grand theory' that can be brought to bear on most of the phenomena of interest in mathematics education research, and so it provides a sufficient theoretical framework. It has particular strength in describing interactions between cognitive systems, including human beings, human conversations and larger human social systems. Some apparent incoherencies of enactivism in mathematics education and in other fields come from the adoption of parts of enactivism that are then grafted onto incompatible theories. However, another significant source of incoherence is the inadequacy of Maturana's definition of a social system and the lack of a generally agreed upon alternative.

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“…Research in the embodied nature of mathematical cognition (e.g., Davis et al 1996;Lakoff and Nunez 2000;Roth 2011) also informed our reflections on being-in-the-know-with and its relationship with languaging (Maheux and Roth 2011;Roth and Thom 2009). Embodied cognition first helps us to recognize how mathematical activity emerges from early bodily experiences shaped by social interaction in such a manner that they become an integral part of our living bodies rather than product of a conscious intellect.…”

Section: Thinking Teacher-student Mathematical Communication Relationmentioning

confidence: 99%

The relationality in/of teacher–student communication

Maheux

Roth

2014

Math Ed Res J

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In mathematics education, student-teacher communication is recognized to constitute an important dimension in/of mathematical learning. Significant effort has been made in recent decades to depart from a focus on the individual in which teachers and student simply use communication to express, to and for others, their private knowledge or thinking. In this paper, we continue this departure taking as a starting point the observation that (mathematical) communication is possible only when there is a relation with others: Communication is the relation with others. That is, we present a way of thinking about student-teacher communication in which geometrical being-in-the-know is conversationally produced. Using fragments of elementary classroom conversations involving three-dimensional geometry as a tool to flesh out this theoretical study, we illustrate (a) how being-in-the-knowwith can be recognized in asking and responding to questions involving mathematical concepts and (b) how conversations are then the fine-tuning of being-in-the-know relations in which mathematical ideas can come forth even in those instances where not-being-in-the-know is asserted.Keywords Relationality . Communication . Knowing (being-in-the-know

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Cognition, co‐emergence, curriculum

Cited by 69 publications

References 4 publications

Singapore's learning sciences lab: Seeking transformations in ICT-Enabled Pedagogy

Singapore's learning sciences lab: Seeking transformations in ICT-Enabled Pedagogy

The coherence of enactivism and mathematics education research: A case study

The relationality in/of teacher–student communication

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