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Direct linkBautista, Alfredo; Roth, Wolff-Michael – Educational Studies in Mathematics, 2012
Much of the evidence provided in support of the argument that mathematical knowing is embodied/enacted is based on the analysis of gestures and bodily configurations, and, to a lesser extent, on certain vocal features (e.g., prosody). However, there are dimensions involved in the emergence of mathematical knowing and the production of mathematical…
Descriptors: Mathematics Education, Geometric Concepts, Grade 3, Mathematics Instruction
