Log in

Relevant bibliographies by topics / Gesture in mathematics education / Journal articles

To see the other types of publications on this topic, follow the link: Gesture in mathematics education.

Journal articles on the topic 'Gesture in mathematics education'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Gesture in mathematics education.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Herbert, Sandra, and Robyn Pierce. "Gesture as data for a phenomenographic analysis of mathematical conceptions." International Journal of Educational Research 60 (January 2013): 1–10. http://dx.doi.org/10.1016/j.ijer.2013.03.004.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Williams-Pierce, Caroline (Caro), Elizabeth L. Pier, Candace Walkington, Rebecca Boncoddo, Virginia Clinton, Martha W. Alibali, and Mitchell J. Nathan. "What We Say and How We Do: Action, Gesture, and Language in Proving." Journal for Research in Mathematics Education 48, no. 3 (May 2017): 248–60. http://dx.doi.org/10.5951/jresematheduc.48.3.0248.

Full text

Abstract:

In this Brief Report, we share the main findings from our line of research into embodied cognition and proof activities. First, attending to students' gestures during proving activities can reveal aspects of mathematical thinking not apparent in their speech, and analyzing gestures after proof production can contribute significantly to our understanding of students' proving practices, particularly when attending to dynamic gestures depicting relationships that are difficult to communicate verbally. Second, directing students to produce physical actions before asking them to construct a mathematical proof has the potential to influence their subsequent reasoning in useful ways, as long as the directed actions have a relationship with the proof content that is clearly meaningful to the students. We discuss implications for assessment practices and teacher education, and we suggest directions for future research into embodied mathematical proof practices.

APA, Harvard, Vancouver, ISO, and other styles

13

Krause, Christina M. "Brief Report: What You See Is What You Get? Sign Language in the Mathematics Classroom." Journal for Research in Mathematics Education 50, no. 1 (January 2019): 84–97. http://dx.doi.org/10.5951/jresematheduc.50.1.0084.

Full text

Abstract:

This Brief Report addresses the fundamental role that sign language plays in the mathematics classroom of deaf and hard-of-hearing (DHH) students. Selected findings are gathered from an ongoing study of signs and gestures used by DHH students and their teachers when encountering and communicating mathematical ideas at a German special-needs school that focuses on hearing and communication. The focus rests primarily on iconic aspects of mathematical ideas as reflected in the gestural–somatic modality of sign language. A categorization of iconicity in mathematical signs as used by the students is presented and used to reconstruct a case of meaning making in a Grade 5 geometry classroom. Insights gained from these observations lead beyond the DHH mathematics classroom by providing new perspectives on the interplay between language and communication, individual experience, and shared conceptualization.

APA, Harvard, Vancouver, ISO, and other styles

14

Alibali, Martha W., Mitchell J. Nathan, Matthew S. Wolfgram, R. Breckinridge Church, Steven A. Jacobs, Chelsea Johnson Martinez, and Eric J. Knuth. "How Teachers Link Ideas in Mathematics Instruction Using Speech and Gesture: A Corpus Analysis." Cognition and Instruction 32, no. 1 (December 26, 2013): 65–100. http://dx.doi.org/10.1080/07370008.2013.858161.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Bjuland, Raymond, Maria Luiza Cestari, and Hans Erik Borgersen. "The Interplay Between Gesture and Discourse as Mediating Devices in Collaborative Mathematical Reasoning:A Multimodal Approach." Mathematical Thinking and Learning 10, no. 3 (August 11, 2008): 271–92. http://dx.doi.org/10.1080/10986060802216169.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Gutiérrez, José F., Sarah A. Brown, and Martha W. Alibali. "Relational equity and mathematics learning: Mutual construction during collaborative problem solving." Journal of Numerical Cognition 4, no. 1 (June 7, 2018): 159–87. http://dx.doi.org/10.5964/jnc.v4i1.91.

Full text

Abstract:

We present an emerging interdisciplinary approach to the study of mathematics learning, which brings together strands from psychology and mathematics education. Our aim was to examine how students navigate the cognitive and social aspects of peer collaboration as they generate and adopt new strategies. We analyzed video data from a laboratory study involving pairs of elementary students working collaboratively to solve mathematical equivalence problems (e.g., 8 + 5 + 4 = 4 + ___). We adopted a qualitative micro-analytic approach that focused on multimodal action (i.e., verbal utterance, gesture, inscription production, body positioning, and eye gaze) to examine three cases. These cases illustrate the complex ways that students interacted in this particular context and, in some instances, attempted to teach one another. Our findings show how “relational equity” (Boaler, 2008) and mathematics knowledge were co-constructed differently in each case. We argue that a micro-analytic approach, complemented by a blending of theory from these two fields, reveals hidden aspects of the interaction that may help explain, for example, why some students generate or adopt correct strategies and others do not. As such, this interdisciplinary approach offers a rich account of the learning processes that occur in peer collaboration.

APA, Harvard, Vancouver, ISO, and other styles

17

Alariki, Ala Abdulhakim, and Azizah Abdul Manaf. "Behavioral Biometrics Authentication Using Gesture-Based." Advanced Science Letters 20, no. 2 (February 1, 2014): 492–95. http://dx.doi.org/10.1166/asl.2014.5359.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Arzarello, Ferdinando, Domingo Paola, Ornella Robutti, and Cristina Sabena. "Gestures as semiotic resources in the mathematics classroom." Educational Studies in Mathematics 70, no. 2 (November 5, 2008): 97–109. http://dx.doi.org/10.1007/s10649-008-9163-z.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Novo, María-Luisa, Ángel Alsina, José-María Marbán, and Ainhoa Berciano. "Connective Intelligence for childhood mathematics education." Comunicar 25, no. 52 (July 1, 2017): 29–39. http://dx.doi.org/10.3916/c52-2017-03.

Full text

Abstract:

The construction of a connective brain begins at the earliest ages of human development. However, knowledge about individual and collective brains provided so far by research has been rarely incorporated into Maths in Early Childhood classrooms. In spite of that, it is obvious that it is at these ages when the learning of mathematics acts as a nuclear element for decision- making, problem -solving, data- processing and the understanding of the world. From that perspective, this research aims to analyse the mathematics teaching-learning process at early ages based on connectionism, with the specific objectives being, on the one hand, to determine the features of mathematics practices which promote connections and, on the other hand, to identify different types of mathematics connections to enhance connective intelligence. The research was carried out over two consecutive academic years under an interpretative paradigm with a methodological approach combining Action Research and Grounded Theory. The results obtained allow the characterization of a prototype of a didactic sequence that promotes three types of mathematics connections for the development of connective intelligence in young children: conceptual, giving rise to links between mathematics concepts; teaching, linking mathematics concepts through an active methodology, and practical ones connecting maths with the environment. La construcción de un cerebro conectivo comienza en las edades más tempranas del desarrollo humano. Sin embargo, el conocimiento que ya se tiene sobre los cerebros individual y colectivo apenas se ha incorporado en el desarrollo del pensamiento matemático en Educación Infantil, donde comienzan a gestarse elementos clave para tomar decisiones, resolver problemas de la vida cotidiana, tratar con datos y comprender el entorno. Desde esta perspectiva la presente investigación marca como objetivo general analizar el proceso de enseñanza-aprendizaje de las matemáticas en Educación Infantil a partir del conexionismo, considerando como objetivos específicos, por un lado, determinar las características de una práctica matemática que promueva las conexiones y, por otro lado, identificar los distintos tipos de conexiones matemáticas para fomentar la inteligencia conectiva. La investigación se lleva a cabo a lo largo de dos años consecutivos bajo un paradigma interpretativo con un enfoque metodológico basado en el uso combinado de Investigación-Acción y Teoría Fundamentada. Los resultados han permitido concretar un prototipo de actividad o conjunto de actividades que, en forma de secuencia didáctica, promueve tres tipos de conexiones matemáticas para desarrollar la inteligencia conectiva en Educación Infantil: conceptuales, que producen nexos entre contenidos matemáticos diversos; docentes, que vinculan diversos conceptos matemáticos a través de una metodología activa y de vivenciar las experiencias matemáticas con otras materias; y prácticas, que relacionan las matemáticas con el entorno.

APA, Harvard, Vancouver, ISO, and other styles

20

Alibali, Martha W., and Mitchell J. Nathan. "Embodiment in Mathematics Teaching and Learning: Evidence From Learners' and Teachers' Gestures." Journal of the Learning Sciences 21, no. 2 (April 2012): 247–86. http://dx.doi.org/10.1080/10508406.2011.611446.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Edwards, Laurie D. "Gestures and conceptual integration in mathematical talk." Educational Studies in Mathematics 70, no. 2 (August 9, 2008): 127–41. http://dx.doi.org/10.1007/s10649-008-9124-6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Pier, Elizabeth L., and Mitchell J. Nathan. "A Review of Mathematics and the Body: Material Entanglements in the Classroom." Journal for Research in Mathematics Education 47, no. 4 (July 2016): 423–27. http://dx.doi.org/10.5951/jresematheduc.47.4.0423.

Full text

Abstract:

In Mathematics and the Body: Material Entanglements in the Classroom, Elizabeth de Freitas and Nathalie Sinclair present an approach to embodiment that they term inclusive materialism. Their aim is to radically disrupt notions of “the body,” primarily by decentering the body in accordance with an ontology categorizing physical matter, mathematical concepts, diagrams, sounds, gestures, and technological entities as an assemblage of “entanglements” constituting mathematical activity. Their perspective is explicitly influenced by feminist, queer, and critical race philosophies, which they channel to redefine what is considered human, to redraw the boundaries of what has historically been described as material and embodied, and to “rescue the body, so to speak, from a theory of discourse that denies its materiality in order to grant the body some measure of agency and power in the making of subjectivity” (p. 40).

APA, Harvard, Vancouver, ISO, and other styles

23

Adamo-Villani, Nicoletta, and Hazar Nicholas Dib. "A Study of the Effects of Teaching Avatars on Students' Learning of Surveying Mathematics." International Journal of Information and Communication Technology Education 12, no. 2 (April 2016): 1–13. http://dx.doi.org/10.4018/ijicte.2016040101.

Full text

Abstract:

The paper reports a research study aimed at investigating the appeal and pedagogical efficacy of animated teaching avatars. Specifically, the goal of the study was to determine whether animated characters could be effective and engaging teachers in the context of undergraduate surveying mathematics. The study included two forms of evaluation: formative and summative. Findings from the formative evaluation with forty-four undergraduate students show that three animated lectures delivered by a teaching avatar that speaks, gestures and points to a virtual board were perceived as engaging and useful for learning surveying mathematics concepts and procedures. Results of the summative evaluation with fifty-two undergraduate students show that watching the animated avatar lectures led to an increase in subjects' mathematical competence by 31%. The study also compared the animated avatar lectures to interactive 2D visualizations illustrating equivalent surveying math concepts. Findings show that watching the teaching avatar lectures led to significantly higher learning gains.

APA, Harvard, Vancouver, ISO, and other styles

24

Alibali, Martha W., Mitchell J. Nathan, R. Breckinridge Church, Matthew S. Wolfgram, Suyeon Kim, and Eric J. Knuth. "Teachers’ gestures and speech in mathematics lessons: forging common ground by resolving trouble spots." ZDM 45, no. 3 (January 31, 2013): 425–40. http://dx.doi.org/10.1007/s11858-012-0476-0.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Radford, Luis. "Why do gestures matter? Sensuous cognition and the palpability of mathematical meanings." Educational Studies in Mathematics 70, no. 2 (August 12, 2008): 111–26. http://dx.doi.org/10.1007/s10649-008-9127-3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Ng, Oi-Lam. "The interplay between language, gestures, dragging and diagrams in bilingual learners’ mathematical communications." Educational Studies in Mathematics 91, no. 3 (November 9, 2015): 307–26. http://dx.doi.org/10.1007/s10649-015-9652-9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Lawson, Jeffrey, and Matthew Rave. "Sweeping Gestures: A Control Theory Model for Curling." College Mathematics Journal 51, no. 2 (February 25, 2020): 132–40. http://dx.doi.org/10.1080/07468342.2020.1707044.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Sfard, Anna. "What’s all the fuss about gestures? A commentary." Educational Studies in Mathematics 70, no. 2 (October 24, 2008): 191–200. http://dx.doi.org/10.1007/s10649-008-9161-1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Kim, Mijung, Wolff-Michael Roth, and Jennifer Thom. "CHILDREN’S GESTURES AND THE EMBODIED KNOWLEDGE OF GEOMETRY." International Journal of Science and Mathematics Education 9, no. 1 (September 29, 2010): 207–38. http://dx.doi.org/10.1007/s10763-010-9240-5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Logan, Tracy, Tom Lowrie, and Carmel M. Diezmann. "Co-thought gestures: Supporting students to successfully navigate map tasks." Educational Studies in Mathematics 87, no. 1 (March 24, 2014): 87–102. http://dx.doi.org/10.1007/s10649-014-9546-2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Wylie, Tracy. "Observing students’ use of images through their gestures and gazes." Research in Mathematics Education 10, no. 2 (September 2008): 211–12. http://dx.doi.org/10.1080/14794800802233811.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Bower, Corinne, Laura Zimmermann, Brian Verdine, Tamara Spiewak Toub, Siffat Islam, Lindsey Foster, Natalie Evans, et al. "Piecing together the role of a spatial assembly intervention in preschoolers’ spatial and mathematics learning: Influences of gesture, spatial language, and socioeconomic status." Developmental Psychology 56, no. 4 (April 2020): 686–98. http://dx.doi.org/10.1037/dev0000899.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Shvarts, Anna, Rosa Alberto, Arthur Bakker, Michiel Doorman, and Paul Drijvers. "Embodied instrumentation in learning mathematics as the genesis of a body-artifact functional system." Educational Studies in Mathematics 107, no. 3 (June 3, 2021): 447–69. http://dx.doi.org/10.1007/s10649-021-10053-0.

Full text

Abstract:

AbstractRecent developments in cognitive and educational science highlight the role of the body in learning. Novel digital technologies increasingly facilitate bodily interaction. Aiming for understanding of the body’s role in learning mathematics with technology, we reconsider the instrumental approach from a radical embodied cognitive science perspective. We highlight the complexity of any action regulation, which is performed by a complex dynamic functional system of the body and brain in perception-action loops driven by multilevel intentionality. Unlike mental schemes, functional systems are decentralized and can be extended by artifacts. We introduce the notion of a body-artifact functional system, pointing to the fact that artifacts are included in the perception-action loops of instrumented actions. The theoretical statements of this radical embodied reconsideration of the instrumental approach are illustrated by an empirical example, in which embodied activities led a student to the development of instrumented actions with a unit circle as an instrument to construct a sine graph. Supplementing videography of the student’s embodied actions and gestures with eye-tracking data, we show how new functional systems can be formed. Educational means to facilitate the development of body-artifact functional systems are discussed.

APA, Harvard, Vancouver, ISO, and other styles

34

Maschietto, Michela, and Maria G. Bartolini Bussi. "Working with artefacts: gestures, drawings and speech in the construction of the mathematical meaning of the visual pyramid." Educational Studies in Mathematics 70, no. 2 (October 28, 2008): 143–57. http://dx.doi.org/10.1007/s10649-008-9162-0.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Sousa, Bruno de Alcântara, and Adriana Benevides Soares. "Concepções de Gestores sobre a Satisfação com o Curso e a Adaptação à Universidade de Estudantes de Matemática." Bolema: Boletim de Educação Matemática 35, no. 69 (January 2021): 512–28. http://dx.doi.org/10.1590/1980-4415v35n69a24.

Full text

Abstract:

Resumo Este estudo objetivou identificar as concepções de gestores sobre a satisfação com o curso e a adaptação acadêmica ao contexto universitário dos alunos do curso de Matemática. Participaram 10 gestores de cursos de Matemática, sendo seis de universidades públicas e quatro de privadas, da região metropolitana do estado do Rio de Janeiro. Foi realizada entrevista individual com 12 perguntas abertas sobre satisfação com o curso e adaptação à universidade. Para a análise dos dados foi utilizado o software Iramuteq. Foram analisados 285 segmentos de texto, sendo que a partir da Classificação Hierárquica Descendente foram retidos 77,9% (222 unidades) da totalidade dos textos analisados. Os dados obtidos sugeriram quatro Classes (Orientação Acadêmica, Desconhecimento da Matemática, Condições de Estudo e Adesão ao Curso) compondo o tema Concepções dos Gestores. A pesquisa contribui para melhor elucidação de como pensam os gestores do curso de Matemática no que diz respeito aos diferentes aspectos do ambiente acadêmico, ampliando, assim, as discussões sobre novas políticas nas instituições de Ensino Superior que possam minimizar as dificuldades encontradas pelos alunos neste contexto.

APA, Harvard, Vancouver, ISO, and other styles

36

Walkington, Candace, Dawn Woods, Mitchell J. Nathan, Geoffrey Chelule, and Min Wang. "Does restricting hand gestures impair mathematical reasoning?" Learning and Instruction 64 (December 2019): 101225. http://dx.doi.org/10.1016/j.learninstruc.2019.101225.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Marrongelle, Karen. "The function of graphs and gestures in algorithmatization." Journal of Mathematical Behavior 26, no. 3 (January 2007): 211–29. http://dx.doi.org/10.1016/j.jmathb.2007.09.005.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Ferrara, Francesca, and Nathalie Sinclair. "An early algebra approach to pattern generalisation: Actualising the virtual through words, gestures and toilet paper." Educational Studies in Mathematics 92, no. 1 (January 19, 2016): 1–19. http://dx.doi.org/10.1007/s10649-015-9674-3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Alibali, Martha W., Mitchell J. Nathan, Rebecca Boncoddo, and Elizabeth Pier. "Managing common ground in the classroom: teachers use gestures to support students’ contributions to classroom discourse." ZDM 51, no. 2 (March 26, 2019): 347–60. http://dx.doi.org/10.1007/s11858-019-01043-x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Elia, Iliada, Athanasios Gagatsis, and Marja van den Heuvel-Panhuizen. "The role of gestures in making connections between space and shape aspects and their verbal representations in the early years: findings from a case study." Mathematics Education Research Journal 26, no. 4 (February 7, 2014): 735–61. http://dx.doi.org/10.1007/s13394-013-0104-5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Radford, Luis. "Gestures, Speech, and the Sprouting of Signs: A Semiotic-Cultural Approach to Students' Types of Generalization." Mathematical Thinking and Learning 5, no. 1 (January 2003): 37–70. http://dx.doi.org/10.1207/s15327833mtl0501_02.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Behera, Ardhendu, Peter Matthew, Alexander Keidel, Peter Vangorp, Hui Fang, and Susan Canning. "Associating Facial Expressions and Upper-Body Gestures with Learning Tasks for Enhancing Intelligent Tutoring Systems." International Journal of Artificial Intelligence in Education 30, no. 2 (April 27, 2020): 236–70. http://dx.doi.org/10.1007/s40593-020-00195-2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Et. al., Kawa Abdul–Kareem Sherwani,. "Multimodal Discourse Analysis for teaching English as a Second Language." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 2 (April 10, 2021): 279–85. http://dx.doi.org/10.17762/turcomat.v12i2.712.

Full text

Abstract:

New technological developments have boosted the use of different modes or semiotic resources; social changes and developments, on the other hand, have changed the process of meaning making because discourse shapes and is shaped by social practices. Semiotic resources are used in communication (language, sound, gestures, facial expressions … etc) and this has impact and reflections on the methods of teaching. Literacy is not only about reading and writing, it rather means the ability to communicate through multiple modes. Hence, it is important to embed multimodality (the study of using multiple modes) in educational settings

APA, Harvard, Vancouver, ISO, and other styles

44

Franco Neto, Vanessa, and Marcio Antonio da Silva. "Competências profissionais de professores de matemática do ensino médio valorizadas por uma boa escola: a supremacia da cultura da performatividade." Bolema: Boletim de Educação Matemática 27, no. 45 (April 2013): 143–64. http://dx.doi.org/10.1590/s0103-636x2013000100008.

Full text

Abstract:

Este artigo apresenta alguns resultados de uma pesquisa realizada em uma escola que obteve um ótimo desempenho no ENEM/2009. Os principais objetivos foram investigar e analisar quais competências profissionais de professores de Matemática do ensino médio são consideradas relevantes por essa instituição de ensino e qual a influência da cultura da performatividade no trabalho desses docentes. Para isso, entrevistamos a coordenadora, a supervisora e os quatro professores do ensino médio da instituição investigada. Verificamos que as competências mais valorizadas são influenciadas diretamente pela necessidade de obtenção de bons resultados em avaliações internas e externas. São elas: administrar o tempo, manter-se atualizado quanto às avaliações externas e relacionar-se bem com os alunos. Também constatamos que boa parte das ações da equipe gestora consiste em alinhar o corpo docente, objetivando a aprovação de seus estudantes nos mais concorridos exames vestibulares do país.

APA, Harvard, Vancouver, ISO, and other styles

45

Putra, Rizki Rahman, Rahmadhani Fitri, Indra Hartanto, and Ganda Hijrah Selaras. "Multiple Intelligences of Students in SMAN 1 V Koto Kampung Dalam Padang Pariaman." Jurnal Atrium Pendidikan Biologi 5, no. 3 (September 29, 2020): 14. http://dx.doi.org/10.24036/apb.v5i3.6430.

Full text

Abstract:

Multiple Intelligences (MI) is a theory about intelligence that was triggered by Dr. Howard Gardner, a figure in education and psychology. Multiple Intelligences consist of linguistic intelligence, logic-mathematical intelligence, visual-spatial intelligence, gesture intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, naturalist intelligence. Everyone has MI at different levels. Therefore, each teacher should be able to understand the intelligence and abilities of each student well, this is because the conditions of students in the class are different and have different levels of intelligence. This is in accordance with the role of the teacher as a motivator, facilitator, and director. Many benefits can be obtained by knowing the level of MI of students, both for schools and for students themselves. some of the benefits of MI for students and schools, for students if the MI level is known it can increase their self-confidence and help students to choose majors. For schools the level of MI that students have can help teachers focus more on the learning process, helping to group students, can approach students according to the type of intelligence they have. In addition, by knowing the level of MI of students, teachers can develop optimally the potential that exists in students and can choose the right strategy in the learning process. From the results of observations at SMAN 1 V Koto Kampung Dalam Padang Pariaman it can be seen that there is no meaningful relationship between the MI overall and MI partially with the learning outcomes

APA, Harvard, Vancouver, ISO, and other styles

46

Pier, Elizabeth L., Candace Walkington, Virginia Clinton, Rebecca Boncoddo, Caroline Williams-Pierce, Martha W. Alibali, and Mitchell J. Nathan. "Embodied truths: How dynamic gestures and speech contribute to mathematical proof practices." Contemporary Educational Psychology 58 (July 2019): 44–57. http://dx.doi.org/10.1016/j.cedpsych.2019.01.012.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Okumus, Samet, and Karen Hollebrands. "Middle school students’ employments of gestures for forming three-dimensional objects using an extrusion or spinning method." Journal of Mathematical Behavior 56 (December 2019): 100737. http://dx.doi.org/10.1016/j.jmathb.2019.100737.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Lim, Vanessa K., Anna J. Wilson, Jeff P. Hamm, Nicola Phillips, Sarina J. Iwabuchi, Michael C. Corballis, Ferdinando Arzarello, and Michael O. J. Thomas. "Semantic processing of mathematical gestures." Brain and Cognition 71, no. 3 (December 2009): 306–12. http://dx.doi.org/10.1016/j.bandc.2009.07.004.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Saurabh Anand, Ila Mehrotra Anand,. "What Has IoT Got to Do with HR and People: A Case of Delloitte." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 5 (April 11, 2021): 797–803. http://dx.doi.org/10.17762/turcomat.v12i5.1486.

Full text

Abstract:

Interacting with software using keyboard and mouse will soon be history. Voice, speeches, gestures are the next big thing in communication. IoT will certainly produce a large amount of people-related data and it is this data that is going to be really useful for decision taking purposes. HR would need to incorporate technology to successfully control the organizational human resources. IoT will allow us to access our data and other applications like Continuous Performance Management, where digital culture is required to create a genuinely valuable connection between an employee and his or her staff. It also helps to exchange thoughts and experiences through social media collaboration which is a driving force for all employees. The paper tries to analyze the role of IoT in People analytics, challenges associated with it and how Delloitte Canada has gone about implementing it across their organization.

APA, Harvard, Vancouver, ISO, and other styles

50

Church, Ruth Breckinridge, Saba Ayman-Nolley, and Shahrzad Mahootian. "The Role of Gesture in Bilingual Education: Does Gesture Enhance Learning?" International Journal of Bilingual Education and Bilingualism 7, no. 4 (August 2004): 303–19. http://dx.doi.org/10.1080/13670050408667815.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!