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

Author: Keri Duncan Valentine1 and Theodore J. Kopcha2
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  • 1 West Virginia University
  • | 2 The University of Georgia
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” (, p. 139) by engaging learners in “the grasping of space” (; , 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

Journal for Research in Mathematics Education
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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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