Description
This book uses blending theory in math cognition, and assesses the main aspect of this theory, called image schema theory. Applied work in math pedagogy has used this theory, but no work has assessed its validity. This book provides an overall assessment of the theory with regard to its validity in the study of math cognition. Overall, this book presents image schema theory as it has evolved today to mathematicians, cognitive scientists, and math educators, deriving from it any concrete implications for modeling math in computer science and, on the other side, for making math pedagogy more effective.
