Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/365
Title: Exploring the Relationship Between Gesture and Student Reasoning Regarding Linear and Exponential Growth
Authors: Alameh, Sahar
Morphew, Jason
Mathayas, Nitasha
Lindgren, Robb
Issue Date: Jul-2016
Publisher: Singapore: International Society of the Learning Sciences
Citation: Alameh, S., Morphew, J., Mathayas, N., & Lindgren, R. (2016). Exploring the Relationship Between Gesture and Student Reasoning Regarding Linear and Exponential Growth In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2. Singapore: International Society of the Learning Sciences.
Abstract: Leading middle school students to effectively reason with magnitude, small and large-scale quantities, and linear and exponential growth is a challenge facing science teachers in the U.S. working to implement the NGSS and its associated focus on crosscutting concepts. This paper examines the relationship between middle school students’ gestures and their reasoning about quantitative growth. For this study the authors developed interview protocols on several topics that involve numbers increasing linearly and exponentially. Students’ verbal and gestural responses during the interviews were transcribed, coded, categorized and analyzed. Results showed that students display a breadth of context-dependent gestures, that their verbal reasoning is associated with the type of gesture they produce, and that gesture-speech mismatches are present in middle school students’ reasoning about scale. Implications of this study include design guidelines for an interactive system that standardizes and structures scale-related gestures.
URI: https://repository.isls.org/handle/1/365
https://doi.dx.org/10.22318/icls2016.158
Appears in Collections:ICSL 2016

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