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dc.contributor.authorGandell, Robyn
dc.date.accessioned2022-03-30T21:59:16Z
dc.date.available2022-03-30T21:59:16Z
dc.date.issued2021-11
dc.identifier.urihttps://hdl.handle.net/10652/5630
dc.description.abstractIn educational research, and in teaching, we often privilege students’ verbalisations and written artifacts as demonstrations of their knowing. Increasingly, however, research in a variety of fields, including cognitive science, neurophysiology and education, shows how the body and body movement are enmeshed in students’ thinking and knowing. From Ingold’s post-humanist perspective, thinking and movement are inseparable in animate human bodies. Movement, from this viewpoint, is not a support for, or an expression of, thinking, rather human bodies spontaneously think in movement. My research investigates how a small group of tertiary students use body movement as they engage with a mathematical problem task. Using a thick descriptive analysis, my research illustrates how students think mathematically in movement. These findings suggest educators may need to reevaluate what they consider as students’ thinking and knowing. By ignoring students’ thinking in movement are we, as teachers and researchers, missing important aspects of students’ thinking? In readdressing what is permitted and privileged as thinking, in the classroom and in research, we need to rethink what counts as students knowingen_NZ
dc.language.isoenen_NZ
dc.relation.urihttps://youtu.be/U3CumEOD6HIen_NZ
dc.rightsAll rights reserveden_NZ
dc.subjectNew Zealanden_NZ
dc.subjectmathematicsen_NZ
dc.subjectproblem solvingen_NZ
dc.subjectmovementen_NZ
dc.subjectproblematisationsen_NZ
dc.subjectcurriculum designen_NZ
dc.subjectheuristicsen_NZ
dc.subjectenactive modeen_NZ
dc.titleWhat movement counts as students' mathematical knowingen_NZ
dc.typeConference Contribution - Oral Presentationen_NZ
dc.date.updated2022-02-18T13:30:18Z
dc.rights.holderAuthoren_NZ
dc.subject.marsden390303 Higher educationen_NZ
dc.subject.marsden390109 Mathematics and numeracy curriculum and pedagogyen_NZ
dc.identifier.bibliographicCitationGandell, R. (2021, November). What Movement counts as students' mathematical knowing. Paper presented at the Herenga Delta 2021, the 13th Southern Hemisphere Conference on the Teaching and Learning of Undergraduate Mathematics and Statisticsen_NZ
unitec.publication.titleHerenga Deltaen_NZ
unitec.conference.titleHerenga Delta 2021, the 13th Southern Hemisphere Conference on the Teaching and Learning of Undergraduate Mathematics and Statisticsen_NZ
unitec.conference.orgUniversity of Aucklanden_NZ
unitec.conference.locationAuckland, New Zealanden_NZ
unitec.conference.sdate2021-11-22
unitec.conference.edate2021-11-25
unitec.peerreviewedyesen_NZ
dc.contributor.affiliationUnitec Institute of Technologyen_NZ
unitec.identifier.roms67551en_NZ
unitec.institution.studyareaEducationen_NZ


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