Mathematics and the Body: Material Entanglements in the ClassroomThis book explores alternative ways to consider the relationship between mathematics and the material world. Drawing on the philosophy of Gilles Châtelet and the post-humanist materialism of Karen Barad, the authors present an "inclusive materialist" approach to studying mathematics education. This approach offers a fresh perspective on human and nonhuman bodies, challenging current assumptions about the role of the senses, language, and ability in teaching and learning mathematics. Each chapter provides empirical examples from the classroom that demonstrate how inclusive materialism can be applied to a wide range of concerns in the field. The authors analyze recent studies on students' gestures, expressions, and drawings in order to establish a link between mathematical activity and mathematical concepts. Mathematics and the Body expands the landscape of research in mathematics education and will be an essential resource for teachers, students, and researchers alike. |
Contents
Outline of the book | 5 |
Synopsis | 12 |
The ontological turn of inclusive materialism | 38 |
Diagrams gestures movement | 62 |
Inventiveness in the mathematics classroom | 86 |
Materialist approaches to mathematics classroom discourse | 111 |
The sensory politics of the body mathematical | 140 |
Mapping the cultural formation of the mathematical | 172 |
The mathematicians sensibility | 180 |
New standards of curricular consensus | 190 |
The virtuality of mathematical concepts | 200 |
| 233 | |
| 257 | |
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Common terms and phrases
abstract actants actual agency approach Archimedes argue autism Barad Cartesiolandia Chapter Châtelet chips circle cognition Colin communication context creative acts cultural curriculum Deleuze Descartes describe devices diagram dimension disability discourse discuss dissensus ematical emerges entailed entangled entities example experience explore Figure focus Freitas gestures hand haptic human body human voice ideas inclusive materialism interaction intersection inventive involves iPad kind language learner learning assemblage Leibniz logical material world materialist math mathematical activity mathematical aesthetic mathematical concepts mathematicians mathematics classroom mathematics education matter meaning minor mathematics mobility motion move movement number line one’s ontological operates particular pedagogy perception philosophy philosophy of mathematics physical point at infinity political post-humanist potential practices proof Pythagorean theorem Rancière reconfiguring relation rethink role Rotman school mathematics screen semiotic sensation sense sensible sensory social space speech taps teacher technologies temporal theorem thinking thought experiment tion touch triangle virtual words