Using Technology to Support an Embodied Approach to Learning Concepts in Mathematics

Abstract

In this paper I will explain what I mean by an ‘embodied approach ’ to mathematics. I shall contrast and compare it with two other modes: the ‘proceptual ’ (manipulating symbols as process and concept) and the ‘axiomatic ’ based on formal definitions and formal proof. Each of these has its own standard of ‘truth’. I argue that the embodied mode, though it lacks mathematical proof when used alone, can provide a fundamental human basis for meaning in mathematics. I shall give examples of an embodied approach in mathematics, particularly in the calculus, using technology that makes explicit use of a visual and enactive interface. PHYSICAL AND MENTAL TOOLS FOR THINKING In his work over thirty years ago, long before the development of modern computers, Bruner (1966) focused on homo sapiens as a tool-using species. Man’s use of mind is dependent upon his ability to develop and use “tools ” or “instruments ” or “technologies ” that make it possible to express and amplify

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