# Key word "enactivist theory of cognition"

Abrahamson D. (2021) Enactivist How? Rethinking Metaphorizing as Imaginary Constraints Projected on Sensorimotor Interaction Dynamics. Constructivist Foundations 16(3): 275–278. https://cepa.info/7156

Abrahamson D.
(

2021)

Enactivist How? Rethinking Metaphorizing as Imaginary Constraints Projected on Sensorimotor Interaction Dynamics.
Constructivist Foundations 16(3): 275–278.
Fulltext at https://cepa.info/7156
Open peer commentary on the article “Enactive Metaphorizing in the Mathematical Experience” by Daniela Díaz-Rojas, Jorge Soto-Andrade & Ronnie Videla-Reyes. Abstract: Welcoming their scholarly focus on metaphorizing, I critique Díaz-Rojas, Soto-Andrade and Videla-Reyes’s selection of the hypothetical constructs “conceptual metaphor” and “enactive metaphor” as guiding the epistemological positioning, educational design, and analytic interpretation of interactive mathematics education purporting to operationalize enactivist theory of cognition - both these constructs, I argue, are incompatible with enactivism. Instead, I draw on ecological dynamics to promote a view of metaphors as projected constraints on action, and I explain how mathematical concepts can be grounded in perceptual reorganization of motor coordination. I end with a note on how metaphors may take us astray and why that, too, is worthwhile.

Proulx J. (2013) Mental mathematics emergence of strategies, and the enactivist theory of cognition. Educational Studies in Mathematics 84(3): 309–328. https://cepa.info/6850

Proulx J.
(

2013)

Mental mathematics emergence of strategies, and the enactivist theory of cognition.
Educational Studies in Mathematics 84(3): 309–328.
Fulltext at https://cepa.info/6850
In this article, I present and build on the ideas of John Threlfall [(Educational Studies in Mathematics 50:29–47, 2002)] about strategy development in mental mathe- matics contexts. Focusing on the emergence of strategies rather than on issues of choice or flexibility of choice, I ground these ideas in the enactivist theory of cognition, particularly in issues of problem posing, for discussing the nature of the solving pro- cesses at play when solving mental mathematics problems. I complement this analysis and conceptualization by offering two examples about issues of emergence of strategies and of problem posing, in order to offer illustrations thereof, as well as to highlight the fruitfulness of this orientation for better understanding the processes at play in mental mathematics contexts.

Proulx J. (2013) Mental mathematics, emergence of strategies, and the enactivist theory of cognition. Educational Studies in Mathematics 84(3): 309–328.

Proulx J.
(

2013)

Mental mathematics, emergence of strategies, and the enactivist theory of cognition.
Educational Studies in Mathematics 84(3): 309–328.
In this article, I present and build on the ideas of John Threlfall [(Educational Studies in Mathematics 50:29–47, 2002)] about strategy development in mental mathematics contexts. Focusing on the emergence of strategies rather than on issues of choice or flexibility of choice, I ground these ideas in the enactivist theory of cognition, particularly in issues of problem posing, for discussing the nature of the solving processes at play when solving mental mathematics problems. I complement this analysis and conceptualization by offering two examples about issues of emergence of strategies and of problem posing, in order to offer illustrations thereof, as well as to highlight the fruitfulness of this orientation for better understanding the processes at play in mental mathematics contexts.

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