Abstract
This paper presents an analysis of the interactions through conversations between a teacher and their students in a Chilean grade 8 classroom (13-14 years old) when they are doing mathematics in their usual way. Enactivist theory and Gallagher’s neuroscientific idea of mirror neurons relate empathy to biological roots. This study considers empathy in the interaction between participants associated with the mathematical interpretation from a teacher to their students, showing ways in which mathematics understanding emerged.
| Original language | English |
|---|---|
| Pages | 143 |
| Number of pages | 150 |
| Publication status | Published - 2018 |
Keywords
- nteraction; empathy; enactivist; actions.