PME-NA

Perspectives on Enactive Design for Students’ Mathematical Knowing

• In Event: Poster Session #1
  In Poster Session: Perspectives on Enactive Design for Students’ Mathematical Knowing

Description

As each of us engages with the implications of an enactive perspective in our own scholarship and through our participation in an affinity group of scholars of enactivism, we have found both synergies and divergences in our approaches. In this paper, we explore a collective orientation toward enactive design for students’ mathematical knowing by documenting our perspectives on design, which consider three different foci: the student, the teacher, and their environment. We introduce a woven knot model that, for us, has come to depict the interactive and emergent nature of this student/teacher/environment system. Implications of these interrelated perspectives for the design of educational experiences are discussed.

Authors

• Toni York, Montclair State University

• Allison L. Gantt, The College of New Jersey

• Steven Greenstein, Montclair State University

• Jonathan Valero, Indiana University Bloomington

• Waldemar Stepnowski, College of Staten Island