Vol 27 No 1 (2018)
Articles

Mathematics at Hand

Anderson Norton
Virginia Tech
Bio
Catherine Ulrich
Virginia Tech
Bio
Martha Ann Bell
Virginia Tech
Bio
Anthony Cate
Virginia Tech
Bio
Published July 13, 2018
Keywords
  • educational neuroscience,
  • embodied cognition,
  • mathematical development,
  • radical constructivism

Abstract

The emerging field of mathematics educational neuroscience provides researchers with new approaches to understanding mathematical development, as well mathematics itself. This paper focuses on the role of the hand in constructing mathematics through activity. In reviewing results from neuroscience studies, we distinguish three kinds of relevant activity: sensorimotor activity, internalized actions, and interiorized operations. These distinctions and related neuroscience findings contribute to a new sense of mathematical embodiment. They also provide implications for mathematics instruction.