In this realm, mathematics has always happened in bodies. We count on fingers, trace curves, “hold” an angle open with our hands, and talk our way through an idea using rhythm, emphasis, and pauses. What Susan Gerofsky's paper " Mathematical learning and gesture: Character viewpoint and observer viewpoint in students’ gestured graphs of functions", adds to the conversation is that gestures can be diagnostic of how a learner is relating to a piece of mathematics. In her work on graphing, students’ bodies sometimes stay “ou tside” the representation (as if observing the graph), and sometimes move “from within” it (as if riding the graph). Those are not just performance styles; they can mark different forms of engagements and imaginations. Wittgenstein helps us name what’s at stake: mathematics education is a set of language games, rule-governed ways of using words, symbols, diagrams, and bodies in particular settings. Meaning is not a ghost behind the sign; it is ...
There is a debate about whether mathematics is created or discovered. The issues uncovered by this debate are the prolegomena (προλεγόμενα)—the “pre-sayings” we need before we can speak seriously about embodied mathematics. If mathematics is mainly discovered, then it looks like a mind-independent structure we gradually uncover. If it is created, then it looks like a human practice: a way of stabilizing patterns through perception, action, representation, and agreement. Either way, the debate forces a key question for embodied mathematics: even if mathematical structure is “out there,” how does it become thinkable for creatures like us? Popular culture makes the contrast vivid. In the movie Arrival (2016), is about first contact with aliens. For the depths of inter-gallactic space, twelve massive oblong shaped ships effortlessly hover in locations distributed around the globe. Occasionally they emit undistinct sounds. The central challenge is not a universal constant but a problem of s...
My project is titled “Phylicia’s Paradox” . It is a curricular + pedagogical design for a community learning experience on the mathematics of recommender systems , designed for a general, intergenerational audience and intended to run at the Black-led Black Creek Community Farm in Toronto . Recommender systems quietly shape what people watch, hear, buy, and believe. The core problem the project addresses is that many people experience them as “magic” or manipulation because the underlying math is invisible. The workshop is designed to make the math legible through the body and senses, using an explicit learning arc: Reading (representation → similarity → ranking → feedback loops) and Writing (changing signals, weights, constraints, and success metrics). In the detailed outline that you can download, I describe deliverables and how I will design and try out the workshop. The deliverables include a facilitator guide, participant handouts (including low-tex...
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