In this article, Author has explained the role of our bodily experiences for effective mathematical learning. He claimed, " the grounding for situatedness comes from the nature of shared human bodily experiences and action, realized through basic embodied cognitive process and conceptual system" (p.46). It has been argued that mathematics is not a mind-free or only intellectual based subject; however, from the latest research, It has observed that mathematics is eternal and affected through social and cultural activities. Abstract thinking in mathematics is also affected by the situations, contexts and cultures in the given places. The Author has explained the concepts of Image-schemata, embodiment conceptual structure through discussing a case-study related to the topic continuity. And he explained how some of the concepts are misleading in that topic due to particular or strict ways of thinking and talking about them. Specifically, the reason for misleading some conceptual knowledge is due to the pedagogical consequences which take mathematics as a mind and culture- free subject to study. Through this article, the author has explained the important viewpoint of mathematical education is to know how our students are understanding and sense-making of their surroundings for mathematical learning by experiential learning in social context. It is also important to note that intuitions are not vague, even give structure to abstract thinking, if bodily experiences are involved in it. Author have attempted to provide a new framework to analyse mathematical thought and learning, to generate new methods of instructions in math classrooms which involve the bodily experiences including social-cultural contexts.
- "Our claim is that the grounding for situatedness comes from the nature of shared human bodily experience and action, realized through basic embodied cognitive processes and conceptual systems"(p.46). It is true that only cognitive practices could not result in efficient mathematics learning if bodily or cultured experiences are not involved. So, It is important to consider mathematics as a cultural approach and activity rather than an intellectual subject which is to be considered the same as everywhere.
- "Cognitivism is thus based on objectivism, the doctrine that assumes transcendental ontological truths that are independent of human understanding"(p.48). In the simple way, the author wanted to convey the message that traditionally mathematics is just considered as the thing to do with the brain and body could not help in it in any way. I agree with this perception of human beings whether parents or any adults or children. This is the matter to think about why mathematics is only considered in this way. Who made this kind of perception and why is it moving through generations without changing?
