Actions speak louder with words: The roles of action and pedagogical language for grounding mathematical proof
Nathan, Mitchell J.; Walkington, Candace; Boncoddo, Rebecca; Pier, Elizabeth L.; Williams, Caroline C.; Alibali, Martha Wagner
2014
Keywords
grounded cognitionembodied cognitionmathematical proofproof productionpedagogical languagesituated actionmathematical insighttransfer of learningmathematical reasoningundergraduate mathematics
Concepts
Embodied cognitionMathematical proofCognitionAction (physics)Cognitive scienceSituatedTask (project management)PsychologyReciprocalComputer scienceCommon groundCognitive psychologyCommunicationArtificial intelligenceLinguisticsMathematicsPhilosophyPhysicsNeuroscienceQuantum mechanicsManagementEconomicsGeometry
Citation
Nathan, M J, Walkington, C, Boncoddo, R, Pier, E L, Williams, C C, Alibali, M W (2014). Actions speak louder with words: The roles of action and pedagogical language for grounding mathematical proof. Learning and Instruction, 182--193 https://doi.org/10.1016/j.learninstruc.2014.07.001
Metadata
- Source
- Learning and Instruction
- Domain
- Social Sciences
- Field
- Social Sciences
- Subfield
- Education
- Topic
- Mathematics Education and Teaching Techniques
- Open access
- NOT Open Access
- Citation count
- 70
- Work ID
- W2016439112