期刊名称：International Journal of Emerging Technologies in Learning (iJET)
印刷版ISSN：1863-0383
出版年度：2022
卷号：17
期号：15
DOI：10.3991/ijet.v17i15.33271
语种：English
出版社：Kassel University Press
摘要：This work shows the connections between conceptual metaphors and uncon-scious, tacit models that benefit our understanding of mathematical infinity in the university classroom. From the perspective of cognitive linguistics, it is argued that conceptual metaphors play a key role in explaining how this mathematical concept is grounded in our experience, simultaneously providing a mechanism to address these tacit models in a more conscious way. Moreover, it is shown that conceptual metaphors can be built from the conflicting cognitive structures un-derlying these models, specifying obstacles and difficulties that teachers must consider when designing activities aimed at achieving an adequate understanding of mathematical infinity. This type of study allows us to improve our teaching practice, making us aware and stimulating students to become aware, to reflect on the inconsistencies of their own thoughts and intuitions regarding this mathemati-cal concept. At the same time, it allows us to show the validity of these inconsist-encies by revealing how our cognitive processes are constrained by bodily-grounded experiences determined by the complexity of our human nervous sys-tem. The use of technology would also engage students in these reflections and could also help them by fostering new ways of thinking about mathematical infin-ity. This perspective would be of interest in the current context of digital technol-ogy in mathematics education research.
