Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1153
Title: Being Mathematical Relations: Dynamic Gestures Support Mathematical Reasoning
Authors: Walkington, Candace
Boncoddo, Rebecca
Williams, Caroline
Nathan, Mitchell J.
Alibali, Martha W.
Simon, Erica
Pier, Elizabeth
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Walkington, C., Boncoddo, R., Williams, C., Nathan, M. J., Alibali, M. W., Simon, E., & Pier, E. (2014). Being Mathematical Relations: Dynamic Gestures Support Mathematical Reasoning. 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 1. Colorado, CO: International Society of the Learning Sciences, pp. 479-486.
Abstract: In mathematics classrooms, body-based actions, including gestures, offer an important way for students to become mathematical ideas as they engage in mathematical practices. In particular, a type of gesture that we call a dynamic depictive gesture allows learners to model and represent fluid transformations of mathematical objects with their bodies. In this paper, we report on two empirical studies one in which dynamic gestures were observed, and one where these gestures were directed. We conclude that dynamic gestures are a key element in successful justification and proof activities in mathematics.
URI: https://doi.dx.org/10.22318/icls2014.479
https://repository.isls.org//handle/1/1153
Appears in Collections:ICLS2014

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