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Embodied Minds and Dancing Brains: New Opportunities for Research in Mathematics Education

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Theories of Mathematics Education

Part of the book series: Advances in Mathematics Education ((AME))

Abstract

This chapter reports on an initiative in educational research in mathematics education that is augmenting traditional methods of educational research with methods of cognitive neuroscience and psychophysiology. Background and motivation are provided for this initiative—referred to here as mathematics educational neuroscience. Relations and differences between cognitive neuroscience and educational neuroscience are proposed that may have some bearing as to how this area unfolds. The key role of embodied cognition as a theoretical framework is discussed in some detail, and some methodological considerations are presented and illustrated as well. Overall, mathematics educational neuroscience presents exciting new opportunities for research in mathematics education and for educational research in general.

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  1. Faculty of Education, Simon Fraser University, Burnaby, Canada

    Stephen R. Campbell

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  1. Dept. Mathematical Sciences, University of Montana-Missoula, Missoula, 59812-0864, U.S.A.

    Bharath Sriraman

  2. Centre for Learning Innovation, Queensland University of Technology, Victoria Park Road, Kelvin Grove, 4059, Australia

    Lyn English

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Campbell, S.R. (2010). Embodied Minds and Dancing Brains: New Opportunities for Research in Mathematics Education. In: Sriraman, B., English, L. (eds) Theories of Mathematics Education. Advances in Mathematics Education. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-00742-2_31

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