Embodied multi-modal communication from the perspective of activity theory Export

@article{citeulike:3545396, abstract = {Abstract  I begin by appreciating the contributions in the volume that indirectly and directly address the questions: Why do gestures and embodiment matter to mathematics education, what has understanding of these achieved and what might they achieve? I argue, however, that understanding gestures can in general only play an important role in 'grasping' the meaning of mathematics if the whole object-orientated 'activity' is taken into account in our perspective, and give examples from my own work and from this Special Issue. Finally, I put forward the notion of a 'threshold' moment, where seeing and grasping at the nexus of two or more activities often seem to be critical to breakthroughs in learning.}, author = {Williams, Julian}, citeulike-article-id = {3545396}, citeulike-linkout-0 = {http://dx.doi.org/10.1007/s10649-008-9164-y}, citeulike-linkout-1 = {http://www.springerlink.com/content/u6247451u5228p62}, doi = {10.1007/s10649-008-9164-y}, journal = {Educational Studies in Mathematics}, keywords = {activity-theory, gesture, mathematics}, posted-at = {2008-11-17 06:01:32}, priority = {2}, title = {Embodied multi-modal communication from the perspective of activity theory}, url = {http://dx.doi.org/10.1007/s10649-008-9164-y}, year = {in press} }

TY - JOUR ID - citeulike:3545396 L3 - citeulike-article-id:3545396 N2 - Abstract  I begin by appreciating the contributions in the volume that indirectly and directly address the questions: Why do gestures and embodiment matter to mathematics education, what has understanding of these achieved and what might they achieve? I argue, however, that understanding gestures can in general only play an important role in ‘grasping’ the meaning of mathematics if the whole object-orientated ‘activity’ is taken into account in our perspective, and give examples from my own work and from this Special Issue. Finally, I put forward the notion of a ‘threshold’ moment, where seeing and grasping at the nexus of two or more activities often seem to be critical to breakthroughs in learning. JF - Educational Studies in Mathematics TI - Embodied multi-modal communication from the perspective of activity theory KW - activity-theory KW - gesture KW - mathematics AU - Williams, Julian PY - in press/// UR - http://dx.doi.org/10.1007/s10649-008-9164-y ER -