Embodied cognition, verbal redescription , and conceptual metaphors in mathematics and science education . Paul Leseman Utrecht Summer School August 22, 2013. Affection Important. The problem of ( linguistic ) meaning (and intention ).
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Embodied cognition, verbal redescription, and conceptual metaphors in mathematics and science education
Utrecht Summer School
August 22, 2013
“By tying action and sound, parents ground language
in the same multimodal learning processes that undergird
all of cognition” (Lesson 5: Be social)
Explaininggestures in language
Explainingorigins of biomolecules
SomatotopyofActionObservation / Action
PPC: Posterior Parietal Cortex
STS: Superior Temporal Sulcus
BA44: Brodmann 44, premotor, posterior part of Broca’s in left hemisphere
BA 6: Premotor
Breadth & Depth
Oudgenoeg et al., in prep.
taskwith 8 monthsoldbabies
Let a function f be defined on an open interval containing a, except possibly at a itself, and let L be a real number. The statement limx→af(x)=L means that Aε > 0, Eδ > 0, such that if 0 < |x-a| < δ, then |f(x)- L| < ε
Nunez & Lakoff, 2005
Source: Núñez, 2008
Human abstraction is thus not merely “socially constructed”. Its constructed through strong non-arbitrary biological and cognitive constraints that play an essential role in constituting what human abstraction is, from everyday ideas to highly sophisticated mathematics. Human cognition is embodied, shaped by species-specific non-arbitrary constraints.
Out of the hundreds of possibilities of expressions and other manifestations of meaning individuals have to learn to pick the ones that are of their community and serve particular (communicative, cultural, scientific) purposes best within the community.
Source: Núñez, 2008