Relevant bibliographies by topics / Gesture in mathematics education

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  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'Gesture in mathematics education'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Gesture in mathematics education"

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Foran, Lori, and Brenda Beverly. "Points to Ponder: Gesture and Language in Math Talk." Perspectives on Language Learning and Education 22, no. 2 (March 2015): 72–81. http://dx.doi.org/10.1044/lle22.2.71.

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With the introduction of Common Core State Standards, mathematical learning and problem solving in the academic environment is more linguistically demanding. Speech-language pathologists (SLPs) can support students with language impairment and teachers charged with new curricular demands. The role of gestural communication as a support for children's math learning and as an instructional strategy during math education is reviewed. Findings are presented from a recent pilot study on the gesture and language production of 3-, 4- and 5-year- old children as they solve early arithmetic and fraction problems. Children spontaneously produced deictic and representational gestures that most often matched their spoken solutions. A few children exhibited gesture-speech mismatches in which the gesture contained semantic content not contained in the speech alone. This can suggest some underlying knowledge that would not be apparent without the gesture. Furthermore, the investigator introduced gestured prompts with some preschool participants using spontaneous gestures previously observed by successful peers. Gesture's role in early mathematic areas preceding kindergarten and specific gesturing strategies effective in the academic environment continue to be explored.
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Gerofsky, Susan. "Mathematical learning and gesture." Gesture and Multimodal Development 10, no. 2-3 (December 31, 2010): 321–43. http://dx.doi.org/10.1075/gest.10.2-3.10ger.

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This paper reports on a research project in mathematics education involving the use of gesture, movement and vocal sound to highlight mathematically salient features of the graphs of polynomial functions. Empirical observations of students’ spontaneous gesture types when enacting elicited gestures of these graphs reveal a number of useful binaries (proximal/distal, being the graph/seeing the graph, within sight/within reach). These binaries inform an analysis of videotaped gestural and interview data and appear to predict teachers’ assessments of student mathematical engagement and understanding with great accuracy. Reframing this data in terms of C-VPT and O-VPT adds a further layer of sophistication to the analysis and connects it with deeper findings in cognitive and neuroscience and gesture studies.
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Elia, Iliada, and Kyriacoulla Evangelou. "Gesture in a kindergarten mathematics classroom." European Early Childhood Education Research Journal 22, no. 1 (January 2014): 45–66. http://dx.doi.org/10.1080/1350293x.2013.865357.

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de Freitas, Elizabeth, and Nathalie Sinclair. "Diagram, gesture, agency: theorizing embodiment in the mathematics classroom." Educational Studies in Mathematics 80, no. 1-2 (December 8, 2011): 133–52. http://dx.doi.org/10.1007/s10649-011-9364-8.

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McNamara, Alison. "Digital Gesture-Based Games." International Journal of Game-Based Learning 6, no. 4 (October 2016): 52–72. http://dx.doi.org/10.4018/ijgbl.2016100104.

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This study aims to provide an account of phase three of the doctoral process where both students and teachers' views contribute to the design and development of a gesture-based game in Ireland at post-primary level. The research showed the school's policies influenced the supportive Information and Communication Technology (ICT) infrastructure, classroom environments influenced a student's ability to participate and teachers' perspectives impacted upon whether they adopted games into their classrooms. While research has been conducted in relation to training schemes for teachers, it is agreed that they are the main change agents in the classroom. Therefore, this study focuses on the game itself and its design elements that support and enhance mathematics education within the Irish context. Practical guidelines for both the game, school's policies and classroom environments are provided based upon the research for mathematics educators and practitioners of game-based learning strategies in their classrooms.
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Shein, Paichi Pat. "Seeing With Two Eyes: A Teacher's Use of Gestures in Questioning and Revoicing to Engage English Language Learners in the Repair of Mathematical Errors." Journal for Research in Mathematics Education 43, no. 2 (March 2012): 182–222. http://dx.doi.org/10.5951/jresematheduc.43.2.0182.

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This revelatory case study examines a 5th-grade teacher's orchestration of discourse and interaction to create opportunities for English language learners to participate in the repair of mathematical errors during a unit on finding the area of geometric shapes. The analysis of discourse takes on a binocular perspective of considering gesture and speech as a unity (McNeill, 1992). The teacher's pointing, representational, and writing gestures were studied in relation to her questioning and revoicing. This research was guided by a social learning theory that characterizes learning as active and interactive participation in communities of practice (Lave & Wenger, 1991; Wenger, 1998). The findings detail how the teacher used gestures in grounding her questioning, revoicing students' strategies, and narrating the meaning of geometric features.
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Rosa, Mauricio, and Danyal Farsani. "Two Fish Moving in their Seas: How does the Body Language of Teachers Show itself who Teach Mathematical Equations?" Acta Scientiae 23, no. 4 (August 25, 2021): 141–68. http://dx.doi.org/10.17648/acta.scientiae.6391.

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Background: “Culture hides much more than it reveals and, strangely enough, what it hides, it hides more effectively from its own participants” (Hall, 1959, p. 39). This quote corresponds well to a Persian proverb, also a well-known aphorism that has been widely cited in many ethnographic articles: “a fish will be the last to discover water.” Being immersed in water, surrounded by it, makes it invisible and almost impossible to perceive. In other words, we often do not know our interactional behaviour as mathematics teachers when we perform it in our usual and localised professional practice. Objective: To discuss mathematics teacher’s body language when teaching equations and thus perceive this language in terms of possible fruitful educational action when teaching equations in the classroom. Design: Qualitative methodology. Data collection and analysis: Based on theoretical references that deal with body language, corporeality, and perception, we analysed individually and comparatively the classes of two mathematics teachers who taught equations in Birmingham (United Kingdom) and Rolante (Brazil). Thus, particularly attentive to mathematical culture in the classroom and analysing the localised gestures in the teachers’ teaching of equations and the non-verbal behaviour, we can understand mathematics teaching through body movement, which often goes unnoticed. Results: We understand from the results of this research that perceiving the body language of mathematics teachers, which is produced with speech, gives us indications of the materialisation of the meanings attributed to the equation and how this will possibly affect the very constitution of the student’s mathematical knowledge, in terms of possible meanings attributed to each gesture. Conclusions: We consider that knowing the body language can favour the teacher’s teaching, i.e., metaphorically, knowing the sea can favour the fish to swim.
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Yeo, Lian-Ming, and Yuh-Tsuen Tzeng. "Cognitive Effect of Tracing Gesture in the Learning from Mathematics Worked Examples." International Journal of Science and Mathematics Education 18, no. 4 (June 4, 2019): 733–51. http://dx.doi.org/10.1007/s10763-019-09987-y.

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Walkington, Candace, Geoffrey Chelule, Dawn Woods, and Mitchell J. Nathan. "Collaborative gesture as a case of extended mathematical cognition." Journal of Mathematical Behavior 55 (September 2019): 100683. http://dx.doi.org/10.1016/j.jmathb.2018.12.002.

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Moon, Sung-Jae. "Categorization of Gestures in Mathematics Education." Korean Association For Learner-Centered Curriculum And Instruction 20, no. 17 (September 1, 2020): 859–78. http://dx.doi.org/10.22251/jlcci.2020.20.17.859.

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Dissertations / Theses on the topic "Gesture in mathematics education"

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Hornbein, Peter. "Students' use of metaphor and gesture during collaborative work on tasks designed to foster students' covariational reasoning." Thesis, University of Colorado at Denver, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1588190.

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Researchers have argued that gesture and speech, two elements of discourse, are neurologically related, and that language and mental imagery are intertwined. Because of this relationship between language, gesture and image, these discourse elements may allow a teacher to make inferences about the reasoning the student is using. In order for the teacher to make these inferences, students must engage in discourse, which I am initially defining here as written and spoken language and the accompanying gestures. This requires that students work on open ended, contextual problems that provide opportunities for discourse. An area that provides opportunities for discourse includes functions and the relationship between the covarying quantities that the function expresses.

By investigating discourse and covarying quantities, I will attempt to answer two, related research questions. What is the nature of students' use of metaphor and gesture when working collaboratively on tasks designed to provide opportunities for covariational reasoning? What information might the students' use of metaphor and gesture provide about the student's covariational reasoning? In order to answer these two questions, I analyzed data from four, ninth grade students during work on two task-based interviews in which the students completed a version of a widely-used bottle problem. The data analysis consisted of multiple passes coding for the quantitative operation, gesture and metaphor used by the students.

Gesture and metaphor helped make inferences about the quantitative operation the students were using and whether they were comparing or coordinating covarying quantities. The students' gesture allowed me to infer more about the underlying imagery they were using than did metaphor, however, the two were most powerful when considered together. Two of the four students were primarily comparing amounts of change in the two quantities and the other two students coordinated the two quantities. The results led me to a conjecture about the relationship of language, imagery and gesture, and how this relationship might be used in both educational and research settings.

I proposed a relationship between imagery, language and gesture that I referred to as the Language-Imagery-Gesture Triad with imagery and gesture forming the foundation supporting language. Linguistic structures such as metonymy and metaphor facilitate the relationship between imagery and language.

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Kochhann, Maria Elizabete Rambo. "Gestar : formação de professores em serviço e a abordagem da geometria /." Bauru : [s.n.], 2007. http://hdl.handle.net/11449/102013.

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Orientador: Nelson Antônio Pirola
Banca: Miriam Cardoso Utsumi
Banca: Carmem Lúcia B. Passos
Banca: Marta Maria Pontin Darsie
Banca: Ana Maria de Andrade Caldeira
Resumo: A presente pesquisa teve por objetivo investigar as possíveis contribuições de um projeto de formação de professores em serviço, o GESTAR - Gestão da Aprendizagem Escolar. O problema de pesquisa investigado foi: em que medida um programa de formação de professores em exercício nos anos iniciais do Ensino Fundamental, GESTAR, contribui: 1- para o desenvolvimento de conceitos, procedimentos e atitudes mais sólidos e positivos em relação à geometria; 2- para uma prática educativa adequada aos princípios e orientações do programa. O referencial teórico pautou-se em estudos e pesquisas relacionadas à resolução de problemas, à formação conceitual e ao desenvolvimento de conteúdos atitudinais e procedimentais. Foram sujeitos dos estudo dozes docentes em exercício de duas escolas de Rondonópolis-MT. O levantamento de dados envolveu o uso de diferentes instrumentos em três momentos distintos: pré-testem desenvolvimento de uma proposta que envolvia o projeto de formação de professores e ao final um pós-teste. Com o término da investigação foi possível constatar que as notas obtidas no pós-teste, foram significativamente mais elevadas do que as anteriores à capacitação em ambas as unidades escolares. Evidenciou-se uma melhora na aulas ministradas pelos professores quando precedidas por um planejamento adequado, fruto da reflexão teórico-metodológica desenvolvida ao longo do GESTAR. Diante disso, no caso dos sujeitos investigados o GESTAR contribuiu para a construção dos conteúdos e práticas elencadas no projeto.
Abstract: This paper aims to investigate the possible contributions of a teacher on duty formation project, the GESTAR-School Learning Management to the content development in these teachers. This was the research problem: In what extent does a teacher on duty formation program in the first years of Fundamental Teaching GESTAR, contributes: 1- to the development of concepts, more solid and positive attitudes and procedures in relation to geometry; 2- to an adequate course practice to the program principles and orientations? So, the theoretical referential was based in studies and related research the resolution of problems, conceptual formation and to the development of postural and procedural contents. The survey involved the use of different instruments in three distinct moments: Pre-test; proposal development; and post-test. The research participants were twelve teachers from two schools in Rondonópolis-MT. The results show that after this program their grades were significantly superior to the ones before this program, in both schools. The observed classes showed, when followed by good planning, possibilities of significant learning by the stundents, in general because of the kinds of activities, the geometric perception and the methodological alteration worked. This way the GESTAR contributes to the content development in the studied aspects and to make a teacher who is able to use the program principles and orientations.
Doutor
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McKim, Alison. "The Missing Piece: Enactment in Revealing and Redirecting Student Prior KnowledgeCan Enactment Expose Affect, Illuminate Mental Models, and Improve Assessment and Learning?" Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1428067920.

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Josefsson, Elin. ""Ser ni nu att det betyder samma sak?" : En observationsstudie av lärares arbete med representationsformer i matematikundervisningen." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Matematikdidaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-36254.

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Elever kan ibland uppleva svårigheter med representationsformer och därför är studiens syfte att undersöka hur lärare arbetar med olika representationsformer samt hur lärare arbetar för att påvisa samband mellan representationsformer. Studien grundar sig i variationsteoretiska principer. Studiens empiri består av observationer om sex olika lärares helklassgenomgångar av eget valt ämnesinnehåll som har analyserats med hjälp av Ekdahls, Venkats och Runessons teoretiska ramverk (2016). Resultatet av studien visar att lärare använder representationsformen ”skrivna symboler” mest i undervisningen, samt att representationsformerna varierar beroende på vilket ämnesområde lärare undervisar i. Resultatet visar även att lärare använder gester och verbala uttryck för att tydliggöra sambanden mellan representationsformerna.  Slutsatsen är att lärare använder olika representationsformer i undervisningen samt att lärare tenderar att använda olika linking actions i matematikundervisningen för att synliggöra sambanden mellan representationsformer.
Students experience problems regarding representations in mathematics. Therefore the purpose of this study is to examine how teachers’ work with different representations and how they clarify the connections between representations. The study is based on the principles of variation theory. The data, consisting of observations of six different teachers whole class introductions, have been analysed using Ekdahl, Venkat and Runessons theoretical framework (2016). The study shows that teachers use the representation called “written symbols” most frequent and that the representation vary depending of the subject. The result also shows that teachers use gestures and their verbal expression to clarify the relationship between representations. The conclusion is that teachers use different representations in teaching, and that teachers tend to use different linking actions in mathematics to make the connection between representations visible.
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Kochhann, Maria Elizabete Rambo [UNESP]. "Gestar: formação de professores em serviço e a abordagem da geometria." Universidade Estadual Paulista (UNESP), 2007. http://hdl.handle.net/11449/102013.

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Made available in DSpace on 2014-06-11T19:31:40Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-09-28Bitstream added on 2014-06-13T21:03:04Z : No. of bitstreams: 1 kochhann_mer_dr_bauru.pdf: 1635216 bytes, checksum: 3071939992779f7928a4592ebdcc2d47 (MD5)
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
A presente pesquisa teve por objetivo investigar as possíveis contribuições de um projeto de formação de professores em serviço, o GESTAR - Gestão da Aprendizagem Escolar. O problema de pesquisa investigado foi: em que medida um programa de formação de professores em exercício nos anos iniciais do Ensino Fundamental, GESTAR, contribui: 1- para o desenvolvimento de conceitos, procedimentos e atitudes mais sólidos e positivos em relação à geometria; 2- para uma prática educativa adequada aos princípios e orientações do programa. O referencial teórico pautou-se em estudos e pesquisas relacionadas à resolução de problemas, à formação conceitual e ao desenvolvimento de conteúdos atitudinais e procedimentais. Foram sujeitos dos estudo dozes docentes em exercício de duas escolas de Rondonópolis-MT. O levantamento de dados envolveu o uso de diferentes instrumentos em três momentos distintos: pré-testem desenvolvimento de uma proposta que envolvia o projeto de formação de professores e ao final um pós-teste. Com o término da investigação foi possível constatar que as notas obtidas no pós-teste, foram significativamente mais elevadas do que as anteriores à capacitação em ambas as unidades escolares. Evidenciou-se uma melhora na aulas ministradas pelos professores quando precedidas por um planejamento adequado, fruto da reflexão teórico-metodológica desenvolvida ao longo do GESTAR. Diante disso, no caso dos sujeitos investigados o GESTAR contribuiu para a construção dos conteúdos e práticas elencadas no projeto.
This paper aims to investigate the possible contributions of a teacher on duty formation project, the GESTAR-School Learning Management to the content development in these teachers. This was the research problem: In what extent does a teacher on duty formation program in the first years of Fundamental Teaching GESTAR, contributes: 1- to the development of concepts, more solid and positive attitudes and procedures in relation to geometry; 2- to an adequate course practice to the program principles and orientations? So, the theoretical referential was based in studies and related research the resolution of problems, conceptual formation and to the development of postural and procedural contents. The survey involved the use of different instruments in three distinct moments: Pre-test; proposal development; and post-test. The research participants were twelve teachers from two schools in Rondonópolis-MT. The results show that after this program their grades were significantly superior to the ones before this program, in both schools. The observed classes showed, when followed by good planning, possibilities of significant learning by the stundents, in general because of the kinds of activities, the geometric perception and the methodological alteration worked. This way the GESTAR contributes to the content development in the studied aspects and to make a teacher who is able to use the program principles and orientations.
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Andersson, Madeleine. "Handgester - ett sätt att uttrycka matematik : En observationsstudie av elevers användande av gester i geometri." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49266.

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Syftet med studien är att bidra med kunskap om hur elever i lågstadiet använder sig av gester för att kommunicera och uttrycka sig i matematik. För att besvara syftet utgår studien från två forskningsfrågor som fokuserar på elevers gester och muntlig kommunikation i samband med att de bygger en konstruktion med tre-dimensionella geometriska kroppar. Studien grundar sig i embodied cognition vilket innebär att man förutsätter att lärande sker med hjälp utav kroppen. Studiens metod utgörs av observationer med åtta elever, där samtliga observationstillfällen spelades in. Materialet analyserades med hjälp av en tematisk analys som resulterade i några centrala teman i studien. Resultatet visar att de deltagande eleverna i stor utsträckning använder gester för att uttrycka sig och kommunicera i geometri. Eleverna använde gester i samband med att de uttryckte geometriska kroppars form, läge och position. En av studiens slutsatser är att gester kan användas för att komplettera eller förtydliga elevers tankar när de bygger konstruktioner med geometriska kroppar.
The purpose with the study is to contribute with knowledge about how pupils in the elementary school use gestures to communicate and express mathematics. To achieve the purpose of the study the two research questions focus on pupils’ hand gestures and oral speech when they build a construction with geometrical three-dimensional shapes. The study is based on the theory of embodied cognition, which means that knowledge and learning is embodied. The data consists of observations with eight pupils and all the observation was recorded. The material was analysed using a thematic analysis and proceed to find central themes in the material. The result shows that the pupils frequently use gestures to express and communicate in geometry. The pupils used gestures when they expressed the shape but also situations and positions of the geometric shapes. The conclusion is that gestures can be used as a complement and to clarify the pupils’ thoughts when they build a construction with geometrical shapes.
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Klingberg, Ellen. "Med fingrar, haka, läpp och tår – resultatet av räknandet jag får : En kvalitativ studie av elevers handgester när de löser aritmetikuppgifter." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49318.

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Studiens syfte är att beskriva hur elever i de lägre åldrarna använder handgester när de löser aritmetikuppgifter. Den teoretiska utgångspunkten i studien är embodied cognition, där det centrala i teorin är att vi lär oss genom kroppen. Tio elever i sjuårsåldern i Sydafrika har observerats med fokus på deras användning av handgester. Resultatet visade att flera av eleverna använder handgester när de löser additions- och subtraktionsuppgifter och att det finns ett antal olika handgester de använder sig av. De olika handgesterna delades in i taktila och icke-taktila gester, som i sin tur kopplades till konkreta och abstrakta gester. Slutsatsen av studien är att elever använder sig av olika handgester i olika kombinationer när de löser aritmetikuppgifter. Deras gester med händer och fingrar kan vara ett uttryckssätt för deras utvecklingsprocess och kan fungera som en bro mellan konkret och abstrakt tänkande.
The aim of the study is to describe how students of the lower ages use hand gestures when solving arithmetic tasks. The theoretical basis of the study is embodied cognition. The viewpoint of embodied cognition holds that the body is a tool for learning. Ten students in South Africa, aged seven, have been observed based on their use of hand gestures. The result showed that several students use hand gestures when solving addition and subtraction tasks and there were a number of different hand gestures being used. The various hand gestures were divided into tactile and non-tactile gestures. These could in turn be linked to concrete and abstract gestures. The conclusion of the study is that students use different types of hand gestures and also in various combinations when solving arithmetic tasks. Their hand gestures can be a way of expressing their development process and to function as a bridge between concrete and abstract thinking.
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Friesen, Sharon Linda. "Reforming mathematics in mathematics education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/NQ54778.pdf.

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Renert, Moses Eitan. "Living mathematics education." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/36911.

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This dissertation searches for possible sources of life in mathematics pedagogy. It is motivated by my observation that much of mathematics education of today is obstructed by inertia. We teach mathematics today using methods and educational philosophies that have changed little in decades of practice, and we generally avoid the harder question of why do it at all? I use Wilber’s (1995) integral theory, a broad metatheory of psychosocial development, to conceptualize life in general, and aspects of life in mathematics education in particular. Wilber’s epistemological framework, called AQAL, describes reality as manifesting in four quadrants – subjective, objective, intersubjective, and interobjective – and in multiple developmental levels. I use AQAL to examine what is revealed about life in mathematics education through these perspectival lenses. The dissertation studies evolutionary dimensions of five related phenomena in mathematics education: purposes of teaching and learning mathematics, human relations in mathematics classes, the subject matter of mathematics, teachers’ mathematical knowledge, and ecological sustainability. I connect the diverse evolutions of these phenomena to reveal extant developmental pathologies in mathematics education, such as the Platonic barrier and excessive objectification. Moving beyond critique, the synthesis gestures toward a new emergent pedagogy – living mathematics education – that evolves mathematics education past these pathologies. The new pedagogy is elaborated through the examples of an instructional unit on circles and the participatory research methodology of concept study. I provide specific suggestions how living mathematics pedagogy may be practiced through dialogical classes, a new purpose of healing the world, a curriculum of sustainability, a skillful blending of Platonic and non-Platonic mathematics, and an improvisatory disposition towards teaching.
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Copeland, Brian Dwight. "Perceptivist mathematics education." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28203.

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The aim of this paper is to outline and apply a perceptivist philosophy of education and a constructivitist theory of knowledge acquisition to a problem in secondary mathematics education. A working summary of perceptivism and constructivism is provided and a program and lesson materials are discussed within the context of perceptivist-constructivist ideas. The main thesis of this paper is that the way to translate perceptivist-constructivist ideas into practice in mathematics is to emphasize activities that lead to actual perceptions. The traditional problem with this is that often the computational abilities needed to deal with reality are too much for most students to deal with. The information age innovation that makes a utilitarian mathematics education more possible now, where it was not possible previously, is the development of the personal computer. The computer can act as an information processing "step up transformer" to boost students past computation to real, perceptual mathematics. The practical part of the paper consists of lessons aimed at a partial realization of perceptivism-constructivism in the classroom. The lessons concern concepts and skills from the traditional secondary mathematics curriculum areas; arithmetic, algebra, elementary function theory and calculus. The paper concludes with a report on field tests of the materials in the secondary classrooms of the author.
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Books on the topic "Gesture in mathematics education"

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Moore-Russo, Deborah, Francesca Ferrara, and Laurie D. Edwards. Emerging perspectives on gesture and embodiment in mathematics. Charlotte, NC: Information Age Publishing, Inc., 2014.

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Dewar, Jacqueline, Pao-sheng Hsu, and Harriet Pollatsek, eds. Mathematics Education. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44950-0.

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Wolfmeyer, Mark. Mathematics Education. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315269528.

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Wittmann, Erich Christian. Connecting Mathematics and Mathematics Education. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-61570-3.

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Williams, Julian. Interdisciplinary Mathematics Education. Cham: Springer Nature, 2016.

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Kollosche, David, Renato Marcone, Michel Knigge, Miriam Godoy Penteado, and Ole Skovsmose, eds. Inclusive Mathematics Education. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11518-0.

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Doig, Brian, Julian Williams, David Swanson, Rita Borromeo Ferri, and Pat Drake, eds. Interdisciplinary Mathematics Education. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11066-6.

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Williams, Julian, Wolff-Michael Roth, David Swanson, Brian Doig, Susie Groves, Michael Omuvwie, Rita Borromeo Ferri, and Nicholas Mousoulides. Interdisciplinary Mathematics Education. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42267-1.

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Ewen, Dale. Mathematics for technical education. 3rd ed. Upper Saddle River, N.J: Prentice Hall, 1998.

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Veenman, Marcel, and Annemie Desoete. Metacognition in mathematics education. New York: Nova Science Publishers, 2006.

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Book chapters on the topic "Gesture in mathematics education"

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Robutti, Ornella. "Gestures in Mathematics Education." In Encyclopedia of Mathematics Education, 1–5. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-77487-9_100042-1.

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Robutti, Ornella. "Gestures in Mathematics Education." In Encyclopedia of Mathematics Education, 1–5. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-77487-9_100042-2.

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Robutti, Ornella. "Gestures in Mathematics Education." In Encyclopedia of Mathematics Education, 311–15. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_100042.

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Bazzini, Luciana, and Cristina Sabena. "Participation in Mathematics Problem-Solving Through Gestures and Narration." In Advances in Mathematics Education, 213–23. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15410-7_13.

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Di Paola, Benedetto, Antonella Montone, and Giuditta Ricciardiello. "Drawings, Gestures and Discourses: A Case Study with Kindergarten Students Discovering Lego Bricks." In Mathematics Education in the Early Years, 199–212. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-34776-5_12.

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Dreyfus, Tommy, Cristina Sabena, Ivy Kidron, and Ferdinando Arzarello. "The Epistemic Role of Gestures: A Case Study on Networking of APC and AiC." In Networking of Theories as a Research Practice in Mathematics Education, 127–51. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05389-9_9.

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El Bedewy, Shereen, Klaus Miesenberger, and Bernhard Stöger. "Gesture-Based Browsing of Mathematics." In Lecture Notes in Computer Science, 525–32. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08596-8_82.

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Wakefield, Elizabeth M., and Susan Goldin-Meadow. "How gesture helps learning." In The Body, Embodiment, and Education, 118–35. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003142010-7.

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Núñez, Rafael. "A fresh look at the foundations of mathematics: Gesture and the psychological reality of conceptual metaphor." In Gesture Studies, 93–114. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/gs.3.07nun.

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Maddalena, Giovanni. "Knowing by Drawing: Mathematics as Gesture." In Handbook of Cognitive Mathematics, 1–20. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-44982-7_24-1.

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Conference papers on the topic "Gesture in mathematics education"

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Maldini, Agnesya, Budi Usodo, and Sri Subanti. "Gesture analysis of students’ majoring mathematics education in micro teaching process." In THE 4TH INTERNATIONAL CONFERENCE ON RESEARCH, IMPLEMENTATION, AND EDUCATION OF MATHEMATICS AND SCIENCE (4TH ICRIEMS): Research and Education for Developing Scientific Attitude in Sciences And Mathematics. Author(s), 2017. http://dx.doi.org/10.1063/1.4995133.

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Edwards, Laurie D. "Gesture in proof and logical reasoning." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-391.

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Feng, XiangYang, Yasuhisa Okazaki, and Yongmin Zhu. "Pen Gestures Based Mathematics Editing to an ITS on Algebraic Calculation." In 2009 First International Workshop on Education Technology and Computer Science. IEEE, 2009. http://dx.doi.org/10.1109/etcs.2009.497.

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Harrison, Avery, Renah Razzaq, Erin Ottmar, and Ivon Arroyo. "Gestures in geometry: how do gestures contribute to engagement and vocabulary acquisition through game play?" In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-109.

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Shabanova, Maria. "EXPERIMENTAL MATHEMATICS AND MATHEMATICS EDUCATION." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b13/s3.042.

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Malina, Marek, and Jaroslav Zacek. "A simple hand segmentation for gesture recognition." In INTERNATIONAL CONFERENCE OF NUMERICAL ANALYSIS AND APPLIED MATHEMATICS (ICNAAM 2017). Author(s), 2018. http://dx.doi.org/10.1063/1.5043717.

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Annanab, Supawan, Tharit Lueponglukkana, and Suphanida Chunhakul. "Fascilitating education instruction using gesture control." In 2016 8th International Conference on Knowledge and Smart Technology (KST). IEEE, 2016. http://dx.doi.org/10.1109/kst.2016.7440489.

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Thakkar, Varun, Adeet Shah, Mohini Thakkar, Abhijit Joshi, and Neha Mendjoge. "Learning Math Using Gesture." In 2012 International Conference on Education and e-Learning Innovations (ICEELI 2012). IEEE, 2012. http://dx.doi.org/10.1109/iceeli.2012.6360617.

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Yuliana, Dewi, and Suharjito. "Fingermath – Arithmetic Hand Gesture Game to Improve Early Childhood Mathematics Learning." In 2019 International Conference on Information Management and Technology (ICIMTech). IEEE, 2019. http://dx.doi.org/10.1109/icimtech.2019.8843756.

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Zhang, Gongsheng. "Application of the Mathematics Modeling Thought in Mathematics and Applied Mathematics." In International Conference on Education, Management, Computer and Society. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/emcs-16.2016.294.

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Reports on the topic "Gesture in mathematics education"

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Woodburn, Cynthia, and Nancy Zumoff. PascGalois Mathematics for Elementary Education Classroom Resources. Washington, DC: The MAA Mathematical Sciences Digital Library, July 2008. http://dx.doi.org/10.4169/loci002638.

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Lee, Rick. Advancing Pre-college Science and Mathematics Education. Office of Scientific and Technical Information (OSTI), May 2015. http://dx.doi.org/10.2172/1295811.

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Ferner, Bernd. Elementary Teacher Candidates' Images of Mathematics, Diverse Students, and Teaching: An Exploratory Study With Implications for Culturally Responsive Mathematics Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1097.

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Measure, Edward M., and Edward Creegan. Gains in the Education of Mathematics and Science GEMS: Teaching Robotics to High School Students. Fort Belvoir, VA: Defense Technical Information Center, January 2013. http://dx.doi.org/10.21236/ada577062.

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Etoty, Renee E., and Robert F. Erbacher. Science, Technology, Engineering, and Mathematics (STEM) Education Reform to Enhance Security of the Global Cyberspace. Fort Belvoir, VA: Defense Technical Information Center, May 2014. http://dx.doi.org/10.21236/ada602127.

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PIMA COUNTY COMMUNITY COLL TUCSON AZ. Pima Community College Planning Grant for Autonomous Intelligent Network of Systems (AINS) Science, Mathematics and Engineering Education Center. Fort Belvoir, VA: Defense Technical Information Center, March 2006. http://dx.doi.org/10.21236/ada444196.

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Bourexis, P. S., J. S. Kaser, and S. A. Raizen. Enhancing program quality to support science and mathematics education. Final progress report, May 15, 1992--November 14, 1996. Office of Scientific and Technical Information (OSTI), January 1998. http://dx.doi.org/10.2172/563839.

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Schissel, D. P. Advancing precollege science and mathematics education in San Diego County. Progress report, March 1, 1995--June 30, 1996. Office of Scientific and Technical Information (OSTI), August 1996. http://dx.doi.org/10.2172/594423.

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Shipman, T. Guidebook to excellence: A directory of federal facilities and other resources for mathematics and science education improvement. [Contains acronym list]. Office of Scientific and Technical Information (OSTI), January 1993. http://dx.doi.org/10.2172/6771032.

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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, April 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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Abstract:
The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.
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