نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه زبانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه فردوسی مشهد، مشهد، ایران.
2 گروه زبانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه فردوسی، مشهد، ایران
3 گروه مهندسی کامپیوتر، دانشکده مهندسی، دانشگاه فردوسی مشهد، مشهد، ایران
چکیده
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
According to the hypothesis of embodied mathematics, the basis and origin of mathematics is the human-being embodiment, and therefore mathematical Platonism and similar hypotheses, which assume the existence of mathematics independent of man, can only have a place of faith and not science. Based on this hypothesis, and since mathematics and its branches such as algebra are also the output of the system of thought and human cognition, they must be describable on the basis of basic conceptual structures such as the image schemas, the conceptual metaphors, the conceptual metonymy, and the conceptual blending. therefore, in this research, based on the descriptive-analytical method and the hypothesis of embodied mathematics, the fundamental metonymy of algebra and its role in the formation of mathematical concepts are discussed, and the cognitive origin of various branches of algebra such as identities, algebraic equations and inequalities, locus, the idea of analytic geometry, vector algebra and algebra of sets are analyzed based on a cognitive perspective. The mathematical generalization of the conceptual structures based on the algebraic foundation is the generator of effective branches in other experimental and analytical sciences. Since, according to the embodied mathematics hypothesis, mathematics, like language, is derived from the human thought system and cognitive faculties, it is possible to describe basic algebraic concepts based on conceptual structures such as metonymy, metaphor and conceptual blending, and this result can be used to optimize mathematics education.
کلیدواژه‌ها [English]
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