Manifestations of Middle School Learners’ Problematization Activity as an Embodied Phenomenon

Author:
Keri Duncan Valentine West Virginia University

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Theodore J. Kopcha The University of Georgia

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Volume/Issue:
Volume 51: Issue 5
Page(s):
541–573
DOI:
https://doi.org/10.5951/jresematheduc-2020-0162
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Keywords:
Embodied cognition; Geometry; Mathematics education; Phenomenology; Problematization

Current reforms in geometry seek to challenge prevailing ideas about “what it means to do mathematics” (Stephan et al., 2015, p. 139) by engaging learners in “the grasping of space” (Freudenthal, 1973; Hansen et al., 1998, p. 241). This study takes up this challenge by investigating problematizing activity as an embodied phenomenon among 21 eighth-grade learners who engaged with spatial and dimensional concepts during a series of investigations around Flatland. Using a phenomenological research approach, we examined classroom discourse as well as learners’ blog postings, lived-experience descriptions, and interviews. The analysis revealed three manifestations of problematizing activity—provocation, impasse, and questioning and conjecturing activity. Embodiment was evidenced through perceptuo-motor-imaginary activity as learners juxtaposed naturally continuous space with discrete notions of space emphasized in K−12 settings.

Contributor Notes

Keri Duncan Valentine, Department of Curriculum and Instruction/Literacy Studies, West Virginia University, 607-E Allen Hall, Morgantown, WV 26506; kevalentine@mail.wvu.edu

Theodore J. Kopcha, Department of Career and Information Studies, The University of Georgia, 222 River’s Crossing, 850 College Station Road, Athens, GA 30602; tjkopcha@uga.edu

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Copyright:
The National Council of Teachers of Mathematics, Inc. All rights reserved. 2020
Page Count:
33
Article Category:
Research Article
Received:
02 Oct 2018
Accepted:
26 Mar 2019
Print Publication Date:
01 Nov 2020
Online Publication Date:
Nov 2020
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