Please use this identifier to cite or link to this item:
Title: Collaborative Gesture as a Case of Distributed Mathematical Cognition
Authors: Walkington, Candace A
Chelule, Geoffrey
Woods, Dawn
Nathan, Mitchell
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Walkington, C. A., Chelule, G., Woods, D., & Nathan, M. (2018). Collaborative Gesture as a Case of Distributed Mathematical Cognition. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 1. London, UK: International Society of the Learning Sciences.
Abstract: Gestures have been shown to play a key role in mathematical reasoning and be an indicator that mathematical reasoning is embodied – inexorably linked to action, perception, and the physical body. Theories of extended cognition accentuate looking beyond the body and mind of an individual, thus here we examine how gestural embodied actions become distributed over multiple learners confronting mathematical tasks. We identify several ways in which gesture can be used collaboratively, and explore patterns in how collaborative gestures seem to arise in a learning environment involving a motion capture game for geometry. Learners use collaborative gestures to extend mathematical ideas over multiple bodies as they explore, refine, and extend each other’s reasoning.
Appears in Collections:ICLS 2018

Files in This Item:
File SizeFormat 
68.pdf431.78 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.