Theoretical and Educational Challenges with Enactivist Approaches to Mathematical Cognition

Constructivist Foundations 18 (2):245-247 (2023)
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Abstract

Shvarts and Abrahamson bridge enactivism with Vygotsky’s sociocultural theory and Bernstein’s coordination dynamics, and ground the proposed ideas with a case study. I question the interpretation of enactivism for mathematics educators, and the applicability of the proposed ideas to explain offline mathematics cognition.

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