Where mathematics comes from : how the embodied mind brings mathematics into being
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- Type
- article
- Published
- 2002-08-01
- Cited by
- 2,309
- References
- 35
- OpenAlex
- https://openalex.org/W1980510330
- Semantic Scholar
- https://api.semanticscholar.org/CorpusID:10421003
Keywords
Embodied cognition, Mathematics education, Mathematics, Epistemology, Philosophy
References
- Experiencing Geometry: In Euclidean, Spherical and Hyperbolic Spaces
- The Roles of Representation in School Mathematics: 2001 Yearbook
- Review of Philosophy in the flesh: the embodied mind and its challenge to western thought by George Lakoff and Mark Johnson. Basic Books 1999.
- From Frege to Gödel: A Source Book in Mathematical Logic, 1879-1931
- Foundations of Science
- The evolution of syntactic communication
- An experimental study of apparent behavior
- The Expression of the Emotions in Man and Animals
- What is Mathematics, Really?
- Philosophy in the Flesh: The Embodied Mind and its Challenge to Western Thought
- The psychology of invention in the mathematical field.
- The prefontral cortex and cognitive control
- The nature and role of intuition in mathematical epistemology
- The perceived intentionality of groups.
- The Language of Thought
- 100 great problems of elementary mathematics : their history and solution
- Semantics and Cognition
- Adaptive Thinking: Rationality in the Real World
- The math gene: How mathematical thinking evolved and why numbers are like gossip
- Foundations of Language
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- Survey of Students’ Academic Achievement and Mathematics Identity-Formation
- Performance Mathematics And Democracy
- An Examination of the Relationship between High School Mathematics Teachers' Dispositions and Their Metaphors for Teaching
- Therapeutic metaphors in engineering: how to cure a building structure
- Theoretical Foundations for Practical 'Totally Functional Programming'
- Thinking about quantity: the intertwined development of spatial and numerical cognition.
- Schülervorstellungen zu unendlichen Prozessen – Die metaphorische Deutung des Grenzwerts als Ergebnis eines unendlichen Prozesses
- Grouping Gestures Promote Children's Effective Counting Strategies by Adding a Layer of Meaning through Action
- Loss of vision: How mathematics turned blind while it learned to see more clearly
- Relationship between visual perceptual skill and mathematic ability
- The Study of Taiwanese Students' Experiences with Geometric Calculation with Number (GCN) and Their Performance on GCN and Geometric Proof (GP).
- Mathematics learner profiling using behavioral, physiological and self-reporting methods
- Quality, comfort, and ease: Remapping the affordances of Russian language in Tbilisi, Georgia
- Agents negotiating in a semantic web architecture (SWA)
- The relation between space and math: developmental and educational implications.
- Using dynamic geometry to explore linear algebra concepts: the emergence of mobile, visual thinking
- Mathematics networks and curriculum concepts
- Performing Oneself Differently: A Mathemaesthethician's Responsibility (1)
- A Conversation-Gesture Approach to Recognising Mathematical Understanding in Group Problem Solving (Teaching from the Sidelines)
- Dynamic construals, static formalisms: Evidence from co-speech gesture during mathematical proving
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