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The Enactive Roots of STEM: Rethinking Educational Design in Mathematics
2015
Educational Psychology Review
New and radically reformative thinking about the enactive and embodied basis of cognition holds out the promise of moving forward age-old debates about whether we learn and how we learn. The radical enactive, embodied view of cognition (REC) poses a direct, and unmitigated, challenge to the trademark assumptions of traditional cognitivist theories of mindthose that characterize cognition as always and everywhere grounded in the manipulation of contentful representations of some kind. REC has
doi:10.1007/s10648-015-9326-2
fatcat:5vky5z44xvenjdlrtxvlpbrgmm