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Title: Semiotic mediation ofgestures intheteaching ofearly algebra: thecase oftheequal sign
Gestures are one of the ways in which mathematical cognition is embodied and have been elevated as a potentially important semiotic device in the teaching of mathematics. As such, a better understanding of gestures used during mathematics instruction (including frequency of use, types of gestures, how they are used, and the possible relationship between gestures and student performance) would inform mathematics education. We aim to understand teachers’ gestures in the context of early algebra, particularly in the teaching of the equal sign. Our findings suggest that the equal sign is a relatively rich environment for gestures, which are used in a variety of ways. Participating teachers used gestures frequently to support their teaching about the equal sign. Furthermore, the use of gestures varied depending on the particular conception of the equal sign the instruction aimed to promote. Finally, teacher gesture use in this context is correlated with students’ high performance on an early algebra assessment.  more » « less
Award ID(s):
1721192
PAR ID:
10523645
Author(s) / Creator(s):
; ; ; ; ; ;
Publisher / Repository:
Springer
Date Published:
Journal Name:
Educational studies in mathematics
ISSN:
1573-0816
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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