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dc.contributor.authorFlood, Virginia J.
dc.contributor.authorSchneider, Alyse
dc.contributor.authorAbrahamson, Dor
dc.date.accessioned2018-05-21T22:08:52Z
dc.date.accessioned2019-01-22T19:41:59Z-
dc.date.available2018-05-21T22:08:52Z
dc.date.available2019-01-22T19:41:59Z-
dc.date.issued2014-06
dc.identifier.citationFlood, V. J., Schneider, A., & Abrahamson, D. (2014). Gesture Enhancement of a Virtual Tutor via Investigating Human Tutor Discursive Strategies: Forms and Functions for Proportions. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 3. Colorado, CO: International Society of the Learning Sciences, pp. 1593-1594.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2014.1593
dc.identifier.urihttps://repository.isls.org//handle/1/1053-
dc.description.abstractWe examine expert human mathematics-tutor gestures in the context of an interactive design for proportionality in order to design a virtual pedagogical agent. Early results implicate distinct gesture morphologies serving consistent contextual functionalities in guiding learners towards quantitative descriptions of proportional relations.en_US
dc.language.isoenen_US
dc.publisherBoulder, CO: International Society of the Learning Sciencesen_US
dc.titleGesture Enhancement of a Virtual Tutor via Investigating Human Tutor Discursive Strategies: Forms and Functions for Proportionsen_US
dc.typeBook chapteren_US
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