dc.contributor.author | Gandell, Robyn | |
dc.date.accessioned | 2022-03-30T21:08:25Z | |
dc.date.available | 2022-03-30T21:08:25Z | |
dc.date.issued | 2021-12 | |
dc.identifier.uri | https://hdl.handle.net/10652/5629 | |
dc.description.abstract | In educational research, and in teaching, we often privilege students’ verbalisations and written artifacts as demonstrations of their knowing. Increasingly, however, research in a variety of fields, including cognitive science, neurophysiology and education, shows how the body and body movement are enmeshed in students’ thinking and knowing. From Ingold’s post-humanist perspective, thinking and movement are inseparable in animate human bodies. Movement, from this viewpoint, is not a support for, or an expression of, thinking, rather human bodies spontaneously think in movement. My research investigates how a small group of tertiary students use body movement as they engage with a mathematical problem task. Using a thick descriptive analysis, my research illustrates how students think mathematically in movement. These findings suggest educators may need to reevaluate what they consider as students’ thinking and knowing. By ignoring students’ thinking in movement are we, as teachers and researchers, missing important aspects of students’ thinking? In readdressing what is permitted and privileged as thinking, in the classroom and in research, we need to rethink what counts as students knowing | en_NZ |
dc.language.iso | en | en_NZ |
dc.rights | All rights reserved | en_NZ |
dc.subject | New Zealand | en_NZ |
dc.subject | mathematics | en_NZ |
dc.subject | problem solving | en_NZ |
dc.subject | movement | en_NZ |
dc.subject | problematisations | en_NZ |
dc.subject | curriculum design | en_NZ |
dc.subject | heuristics | en_NZ |
dc.subject | enactive mode | en_NZ |
dc.title | What counts as knowing | en_NZ |
dc.type | Conference Contribution - Oral Presentation | en_NZ |
dc.date.updated | 2022-02-18T13:30:32Z | |
dc.rights.holder | Author | en_NZ |
dc.subject.marsden | 390109 Mathematics and numeracy curriculum and pedagogy | en_NZ |
dc.subject.marsden | 390303 Higher education | en_NZ |
dc.identifier.bibliographicCitation | Gandell, R. L. (2021, December). What counts as knowing. Paper presented at the MIT-Unitec Research Symposium 2021 Rangahau Horonuku Hou - New Research Landscapes, Online. | en_NZ |
unitec.publication.title | MIT-Unitec Research Symposium 2021 Rangahau Horonuku Hou - New Research Landscapes | en_NZ |
unitec.conference.title | MIT/Unitec Research Symposium 2021 - Rangahau Horonuku Hou - New Research Landscapes | en_NZ |
unitec.conference.org | Manukau Institute of Technology | en_NZ |
unitec.conference.org | Unitec Institute of Technology | en_NZ |
unitec.conference.location | Mount Albert, Auckland, New Zealand | en_NZ |
unitec.conference.sdate | 2021-12-06 | |
unitec.conference.edate | 2021-12-07 | |
unitec.peerreviewed | yes | en_NZ |
dc.contributor.affiliation | Unitec Institute of Technology | en_NZ |
unitec.identifier.roms | 67950 | en_NZ |
unitec.institution.studyarea | Education | en_NZ |