{"id":1521,"date":"2016-08-19T21:31:55","date_gmt":"2016-08-19T21:31:55","guid":{"rendered":"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/?p=1521"},"modified":"2016-08-19T22:14:15","modified_gmt":"2016-08-19T22:14:15","slug":"esp1-8-en","status":"publish","type":"post","link":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/08\/19\/esp1-8-en\/","title":{"rendered":"The enacting perspective in mathematics education: doing is always knowing"},"content":{"rendered":"<p>Mar\u00eda Dolores Lozano<\/p>\n<p><strong>Abstract:<\/strong> In this article I present the enactivist perspective (Maturana and Varela, 1984)<br \/>\nas a theoretical alternative that can be used to investigate and clarify the teaching and<br \/>\nlearning of mathematics. The biological roots of the theory are introduced, including fundamental<br \/>\nideas such as autopoiesis and structural determinism. In addition, the theory\u2019s<br \/>\nideas on cognition as embodied action are discussed and some of its uses in mathematics<br \/>\neducation are exemplified. Finally, I conclude by inviting the reader to use the ideas<br \/>\nexposed in order to investigate, in a complex manner and considering a multiplicity of<br \/>\ndimensions, the phenomena related to the teaching and learning of mathematics.<\/p>\n<p><strong>Keywords:<\/strong> enactivism, autopoiesis, embodied cognition, mathematics education.<\/p>\n<p><a href=\"http:\/\/www.revista-educacion-matematica.org.mx\/descargas\/Esp-1-8.pdf\"><img loading=\"lazy\" class=\"alignleft size-full wp-image-279\" src=\"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download.png\" alt=\"download\" width=\"200\" height=\"71\" srcset=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download.png 200w, https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download-150x53.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\" \/><\/a><\/p>\n<p><span style=\"border-radius: 2px; text-indent: 20px; width: auto; padding: 0px 4px 0px 0px; text-align: center; font: bold 11px\/20px 'Helvetica Neue',Helvetica,sans-serif; color: #ffffff; background: #bd081c  no-repeat scroll 3px 50% \/ 14px 14px; position: absolute; opacity: 1; z-index: 8675309; display: none; cursor: pointer;\">Guardar<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Mar\u00eda Dolores Lozano Abstract: In this article I present the enactivist perspective (Maturana and Varela, 1984) as a theoretical alternative that can be used to investigate and clarify the teaching and learning of mathematics. The biological roots of the theory are introduced, including fundamental ideas such as autopoiesis and structural\u2026 <a class=\"continue-reading-link\" href=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/08\/19\/esp1-8-en\/\">Continue reading<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[220],"tags":[],"_links":{"self":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1521"}],"collection":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/comments?post=1521"}],"version-history":[{"count":2,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1521\/revisions"}],"predecessor-version":[{"id":1545,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1521\/revisions\/1545"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=1521"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=1521"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=1521"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}