Accumulation of experience in a vast number of cases: enactivism as a fit framework for the study of spatial reasoning in mathematics education

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dc.contributor.authorKhan, Steven
dc.contributor.authorFrancis, Krista
dc.contributor.authorDavis, Brent
dc.date.accessioned2016-05-13T21:36:32Z
dc.date.available2016-05-13T21:36:32Z
dc.date.issued2015
dc.descriptionThe final publication is available at Springer via http://dx.doi.org/10.1007/s11858-014-0623-x. Post print deposited as per Springer's self-archiving policy: http://www.springer.com/gp/open-access/authors-rights/self-archiving-policy/2124.en_US
dc.description.abstractAs we witness a push toward studying spatial reasoning as a principal component of mathematical competency and instruction in the twenty first century, we argue that enactivism, with its strong and explicit foci on the coupling of organism and environment, action as cognition, and sensory motor coordination provides an inclusive, expansive, apt, and fit framework. We illustrate the fit of enactivism as a theory of learning with data from an ongoing research project involving teachers and elementary-aged children’s engagement in the design and assembly of motorized robots. We offer that spatial reasoning with its considerations of physical context, the dynamics of a body moving through space, sensorimotor coordination, and cognition, appears different from other conceptual competencies in mathematics. Specifically, we argue that learner engagements with diverse types of informationally ‘dense’ visuo-spatial interfaces (e.g., blueprints, programming icons, blocks, maps), as in the research study, afford some of the necessary experiences with/in a vast number of cases described by Varela et al. (1991) that enable the development of other mathematical competencies.en_US
dc.description.refereedYesen_US
dc.identifier.citationKhan, S., Francis, K., & Davis, B. (2015). Accumulation of experience in a vast number of cases: enactivism as a fit framework for the study of spatial reasoning in mathematics education. ZDM, 47(2), 269-279.en_US
dc.identifier.doi10.1007/s11858-014-0623-x
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/35637
dc.identifier.urihttp://hdl.handle.net/1880/51213
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.publisher.urlhttp://link.springer.com/article/10.1007%2Fs11858-014-0623-xen_US
dc.subjectEnactivismen_US
dc.subjectSensorimotor coordinationen_US
dc.subjectSpatial reasoningen_US
dc.subjectRoboticsen_US
dc.titleAccumulation of experience in a vast number of cases: enactivism as a fit framework for the study of spatial reasoning in mathematics educationen_US
dc.typejournal article
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