In Mathematics and the Body: Material Entanglements in the Classroom, Elizabeth de Freitas and Nathalie Sinclair present an approach to embodiment that they term inclusive materialism. Their aim is to radically disrupt notions of “the body,” primarily by decentering the body in accordance with an ontology categorizing physical matter, mathematical concepts, diagrams, sounds, gestures, and technological entities as an assemblage of “entanglements” constituting mathematical activity. Their perspective is explicitly influenced by feminist, queer, and critical race philosophies, which they channel to redefine what is considered human, to redraw the boundaries of what has historically been described as material and embodied, and to “rescue the body, so to speak, from a theory of discourse that denies its materiality in order to grant the body some measure of agency and power in the making of subjectivity” (p. 40).
Elizabeth L. Pier and Mitchell J. Nathan
Caroline (Caro) Williams-Pierce, Elizabeth L. Pier, Candace Walkington, Rebecca Boncoddo, Virginia Clinton, Martha W. Alibali and Mitchell J. Nathan
In this Brief Report, we share the main findings from our line of research into embodied cognition and proof activities. First, attending to students' gestures during proving activities can reveal aspects of mathematical thinking not apparent in their speech, and analyzing gestures after proof production can contribute significantly to our understanding of students' proving practices, particularly when attending to dynamic gestures depicting relationships that are difficult to communicate verbally. Second, directing students to produce physical actions before asking them to construct a mathematical proof has the potential to influence their subsequent reasoning in useful ways, as long as the directed actions have a relationship with the proof content that is clearly meaningful to the students. We discuss implications for assessment practices and teacher education, and we suggest directions for future research into embodied mathematical proof practices.