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Interdisciplinary Perspectives on Math CognitionNumber Work: Recovering the Original Complexity of Learning Arithmetic

Interdisciplinary Perspectives on Math Cognition: Number Work: Recovering the Original Complexity... [Illustrating the discussion with moments drawn from mathematics lessons in which teachers found themselves stymied by “simple” concepts, I analyze the metaphors of number that are encountered by learners in grade-school mathematics. I begin with a list of four, based on Lakoff and Nùñez’s “grounding metaphors of arithmetic,” which they argue are sufficient to derive highly abstract mathematics. I then point to three more that are not necessary to formal mathematics, but that may be necessary to learning mathematics. These metaphors are phenomenologically distinct and educationally ubiquitous. Implications for curriculum design, resource development, and teaching are considered.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Interdisciplinary Perspectives on Math CognitionNumber Work: Recovering the Original Complexity of Learning Arithmetic

Part of the Mathematics in Mind Book Series
Editors: Danesi, Marcel
Davis, Brent
Interdisciplinary Perspectives on Math Cognition — Sep 15, 2019
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References (8)

Publisher
Springer International Publishing
Copyright
© Springer Nature Switzerland AG 2019
ISBN
978-3-030-22536-0
Pages
99 –118
DOI
10.1007/978-3-030-22537-7_5
Publisher site
See Chapter on Publisher Site

Abstract

[Illustrating the discussion with moments drawn from mathematics lessons in which teachers found themselves stymied by “simple” concepts, I analyze the metaphors of number that are encountered by learners in grade-school mathematics. I begin with a list of four, based on Lakoff and Nùñez’s “grounding metaphors of arithmetic,” which they argue are sufficient to derive highly abstract mathematics. I then point to three more that are not necessary to formal mathematics, but that may be necessary to learning mathematics. These metaphors are phenomenologically distinct and educationally ubiquitous. Implications for curriculum design, resource development, and teaching are considered.]

Published: Sep 15, 2019

Keywords: Mathematics learning; Mathematics teaching; Concept study; Metaphors of number; Conceptual metaphor; Conceptual blending

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