Khatin-Zadeh O, Farsani D, Eskandari Z, Marmolejo-Ramos F. The roles of motion, gesture, and embodied action in the processing of mathematical concepts.
Front Psychol 2022;
13:969341. [PMID:
36312053 PMCID:
PMC9616004 DOI:
10.3389/fpsyg.2022.969341]
[Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2022] [Accepted: 09/20/2022] [Indexed: 08/26/2023] Open
Abstract
This article discusses perspective and frame of reference in the metaphorical description of mathematical concepts in terms of motions, gestures, and embodied actions. When a mathematical concept is described metaphorically in terms of gestures, embodied actions, or fictive motions, the motor system comes into play to ground and understand that concept. Every motion, gesture, or embodied action involves a perspective and a frame of reference. The flexibility in taking perspective and frame of reference allows people to embody a mathematical concept or idea in various ways. Based on the findings of past studies, it is suggested that the graphical representation of a mathematical concept may activate those areas of the motor system that are involved in the production of that graphical representation. This is supported by studies showing that when observers look at a painting or handwritten letters, they simulate the painter's or writer's hand movements during painting or writing. Likewise, the motor system can contribute to the grounding of abstract mathematical concepts, such as functions, numbers, and arithmetic operations.
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