The roles of motion, gesture, and embodied action in the processing of mathematical concepts
This 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...
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2022-10-01
|
| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.969341/full |
| _version_ | 1811338806322790400 |
|---|---|
| author | Omid Khatin-Zadeh Danyal Farsani Danyal Farsani Danyal Farsani Zahra Eskandari Fernando Marmolejo-Ramos |
| author_facet | Omid Khatin-Zadeh Danyal Farsani Danyal Farsani Danyal Farsani Zahra Eskandari Fernando Marmolejo-Ramos |
| author_sort | Omid Khatin-Zadeh |
| collection | DOAJ |
| description | This 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. |
| first_indexed | 2024-04-13T18:16:58Z |
| format | Article |
| id | doaj.art-5766991644ea4aec92b0f25fe368f717 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-13T18:16:58Z |
| publishDate | 2022-10-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-5766991644ea4aec92b0f25fe368f7172022-12-22T02:35:39ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-10-011310.3389/fpsyg.2022.969341969341The roles of motion, gesture, and embodied action in the processing of mathematical conceptsOmid Khatin-Zadeh0Danyal Farsani1Danyal Farsani2Danyal Farsani3Zahra Eskandari4Fernando Marmolejo-Ramos5School of Foreign Languages, University of Electronic Science and Technology of China, Chengdu, ChinaDepartment of Teacher Education, Norwegian University of Science and Technology, Trondheim, NorwayFacultad de Educación, Psicología y Familia, Universidad Finis Terrae, Santiago, ChilePrograma de Pós-Graduação em Educação Matemática, State University of São Paulo (UNESP), Rio Claro, BrasilDepartment of English, Chabahar Maritime University, Chabahar, Sistan and Baluchestan, IranCenter for Change and Complexity in Learning, The University of South Australia, Adelaide, SA, AustraliaThis 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.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.969341/fullmotiongestureembodied actionperspectiveframe of reference |
| spellingShingle | Omid Khatin-Zadeh Danyal Farsani Danyal Farsani Danyal Farsani Zahra Eskandari Fernando Marmolejo-Ramos The roles of motion, gesture, and embodied action in the processing of mathematical concepts Frontiers in Psychology motion gesture embodied action perspective frame of reference |
| title | The roles of motion, gesture, and embodied action in the processing of mathematical concepts |
| title_full | The roles of motion, gesture, and embodied action in the processing of mathematical concepts |
| title_fullStr | The roles of motion, gesture, and embodied action in the processing of mathematical concepts |
| title_full_unstemmed | The roles of motion, gesture, and embodied action in the processing of mathematical concepts |
| title_short | The roles of motion, gesture, and embodied action in the processing of mathematical concepts |
| title_sort | roles of motion gesture and embodied action in the processing of mathematical concepts |
| topic | motion gesture embodied action perspective frame of reference |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.969341/full |
| work_keys_str_mv | AT omidkhatinzadeh therolesofmotiongestureandembodiedactionintheprocessingofmathematicalconcepts AT danyalfarsani therolesofmotiongestureandembodiedactionintheprocessingofmathematicalconcepts AT danyalfarsani therolesofmotiongestureandembodiedactionintheprocessingofmathematicalconcepts AT danyalfarsani therolesofmotiongestureandembodiedactionintheprocessingofmathematicalconcepts AT zahraeskandari therolesofmotiongestureandembodiedactionintheprocessingofmathematicalconcepts AT fernandomarmolejoramos therolesofmotiongestureandembodiedactionintheprocessingofmathematicalconcepts AT omidkhatinzadeh rolesofmotiongestureandembodiedactionintheprocessingofmathematicalconcepts AT danyalfarsani rolesofmotiongestureandembodiedactionintheprocessingofmathematicalconcepts AT danyalfarsani rolesofmotiongestureandembodiedactionintheprocessingofmathematicalconcepts AT danyalfarsani rolesofmotiongestureandembodiedactionintheprocessingofmathematicalconcepts AT zahraeskandari rolesofmotiongestureandembodiedactionintheprocessingofmathematicalconcepts AT fernandomarmolejoramos rolesofmotiongestureandembodiedactionintheprocessingofmathematicalconcepts |