Publication 6892

Thom J. S., Namukasa I. K., Ibrahim-Didi K. & McGarvey L. M. (2009) Perceptually guided action: Invoking knowing as enaction. In: Tzekaki M., Kaldrimido M. & Sakonidis H. (eds.) Proceedings of the 33rd conference of the International Group for the Psychology of Mathematics Education, Volume 1. PME, Thessaloniki: 249–278.
Contemporary studies in cognitive science and mathematics education reveal knowing to be a dynamic, contextually contingent, and body-centered phenomenon. This view contrasts with other perspectives that regard the relation between knowing and the material and bodily world as one of abstraction. Grounded in our embodied experiences, knowing arises from recurrent patterns of perceptually guided activity.
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