The roles of motion, gesture, and embodied action in the processing of mathematical concepts

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MetadadosDescriçãoIdioma
Autor(es): dc.contributorUniversity of Electronic Science and Technology of China-
Autor(es): dc.contributorNorwegian University of Science and Technology-
Autor(es): dc.contributorUniversidad Finis Terrae-
Autor(es): dc.contributorUniversidade de São Paulo (USP)-
Autor(es): dc.contributorChabahar Maritime University-
Autor(es): dc.contributorThe University of South Australia-
Autor(es): dc.creatorKhatin-Zadeh, Omid-
Autor(es): dc.creatorFarsani, Danyal-
Autor(es): dc.creatorEskandari, Zahra-
Autor(es): dc.creatorMarmolejo-Ramos, Fernando-
Data de aceite: dc.date.accessioned2025-08-21T18:46:59Z-
Data de disponibilização: dc.date.available2025-08-21T18:46:59Z-
Data de envio: dc.date.issued2023-07-29-
Data de envio: dc.date.issued2023-07-29-
Data de envio: dc.date.issued2022-10-14-
Fonte completa do material: dc.identifierhttp://dx.doi.org/10.3389/fpsyg.2022.969341-
Fonte completa do material: dc.identifierhttp://hdl.handle.net/11449/246211-
Fonte: dc.identifier.urihttp://educapes.capes.gov.br/handle/11449/246211-
Descrição: dc.descriptionThis article discusses perspective and frame of reference in the metaphorical description of mathematical concepts in terms of motions, gestures, and embodied actions. When a mathematical concept is described metaphorically in terms of gestures, embodied actions, or fictive motions, the motor system comes into play to ground and understand that concept. Every motion, gesture, or embodied action involves a perspective and a frame of reference. The flexibility in taking perspective and frame of reference allows people to embody a mathematical concept or idea in various ways. Based on the findings of past studies, it is suggested that the graphical representation of a mathematical concept may activate those areas of the motor system that are involved in the production of that graphical representation. This is supported by studies showing that when observers look at a painting or handwritten letters, they simulate the painter’s or writer’s hand movements during painting or writing. Likewise, the motor system can contribute to the grounding of abstract mathematical concepts, such as functions, numbers, and arithmetic operations.-
Descrição: dc.descriptionSchool of Foreign Languages University of Electronic Science and Technology of China-
Descrição: dc.descriptionDepartment of Teacher Education Norwegian University of Science and Technology-
Descrição: dc.descriptionFacultad de Educación Psicología y Familia Universidad Finis Terrae-
Descrição: dc.descriptionPrograma de Pós-Graduação em Educação Matemática State University of São Paulo-
Descrição: dc.descriptionDepartment of English Chabahar Maritime University, Sistan and Baluchestan-
Descrição: dc.descriptionCenter for Change and Complexity in Learning The University of South Australia-
Idioma: dc.languageen-
Relação: dc.relationFrontiers in Psychology-
???dc.source???: dc.sourceScopus-
Palavras-chave: dc.subjectembodied action-
Palavras-chave: dc.subjectframe of reference-
Palavras-chave: dc.subjectgesture-
Palavras-chave: dc.subjectmotion-
Palavras-chave: dc.subjectperspective-
Título: dc.titleThe roles of motion, gesture, and embodied action in the processing of mathematical concepts-
Tipo de arquivo: dc.typelivro digital-
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