caa a22 4500 445882166 CHVBK 20180317145547.0 cr unu---uuuuu 170323e20110701xx s 000 0 eng 10.1007/s10649-010-9290-1 doi (NATIONALLICENCE)springer-10.1007/s10649-010-9290-1 The role of gestures in the mathematical practices of those who do not see with their eyes [Elektronische Daten] [Lulu Healy, Solange Fernandes] In this paper, we aim to contribute to the discussion of the role of the human body and of the concrete artefacts and signs created by humankind in the constitution of meanings for mathematical practices. We argue that cognition is both embodied and situated in the activities through which it occurs and that mathematics learning involves the appropriation of practices associated with the sets of artefacts that have historically come to represent the body of knowledge we call mathematics. This process of appropriation involves a coordination of a variety of the semiotic resources—spoken and written languages, mathematical representation systems, drawings, gestures and the like—through which mathematical objects and relationships might be experienced and expressed. To highlight the connections between perceptual activities and cultural concepts in the meanings associated with this process, we concentrate on learners who do not have access to the visual field. More specifically, we present three examples of gesture use in the practices of blind mathematics students—all involving the exploration of geometrical objects and relationships. On the basis of our analysis of these examples, we argue that gestures are illustrative of imagined reenactions of previously experienced activities and that they emerge in instructional situations as embodied abstractions, serving a central role in the sense-making practices associated with the appropriation of mathematical meanings. Springer Science+Business Media B.V., 2011 Gestures nationallicence Blind mathematics learners nationallicence Mediation nationallicence Abstraction nationallicence Embodied cognition nationallicence Healy Lulu Post-Graduate Programme in Mathematics Education, Bandeirante University of São Paulo, Avenida Braz Leme, 3029, São Paulo, Brazil aut Fernandes Solange Post-Graduate Programme in Mathematics Education, Bandeirante University of São Paulo, Avenida Braz Leme, 3029, São Paulo, Brazil aut Educational Studies in Mathematics Springer Netherlands 77/2-3(2011-07-01), 157-174 0013-1954 77:2-3<157 2011 77 10649 https://doi.org/10.1007/s10649-010-9290-1 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10649-010-9290-1 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Healy Lulu Post-Graduate Programme in Mathematics Education, Bandeirante University of São Paulo, Avenida Braz Leme, 3029, São Paulo, Brazil aut NATIONALLICENCE 700 1- Fernandes Solange Post-Graduate Programme in Mathematics Education, Bandeirante University of São Paulo, Avenida Braz Leme, 3029, São Paulo, Brazil aut NATIONALLICENCE 773 0- Educational Studies in Mathematics Springer Netherlands 77/2-3(2011-07-01), 157-174 0013-1954 77:2-3<157 2011 77 10649 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer