What Gesture and Speech Reveal about Students' Interpretations of Cartesian Graphs: Perceptions Can Bound Thinking. WCER Working Paper No. 2006-2

Autor/inn/en	Nathan, Mitchell J.; Bieda, Kristen N.
Institution	Wisconsin Center for Education Research, Madison.
Titel	What Gesture and Speech Reveal about Students' Interpretations of Cartesian Graphs: Perceptions Can Bound Thinking. WCER Working Paper No. 2006-2
Quelle	(2006), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Graphs; Student Attitudes; Middle Schools; Mathematics Instruction; Algebra; Interviews; Nonverbal Communication; Predictor Variables; Figurative Language; Influences; Cognitive Processes; Spatial Ability; Prediction; Mathematical Concepts; Correlation; Mathematics Education + Suchen Sie Ihr Suchwort? Grafische Darstellung; Schülerverhalten; Middle school; Mittelschule; Mittelstufenschule; Mathematics lessons; Mathematikunterricht; Interviewing; Interviewtechnik; Non-verbal communication; Nonverbale Kommunikation; Prädiktor; Influence; Einfluss; Einflussfaktor; Cognitive process; Kognitiver Prozess; Räumliches Vorstellungsvermögen; Vorhersage; Korrelation; Mathematische Bildung
Abstract	This study investigates middle school mathematics students' views and interpretations of graphical representations as they use graphs to answer algebraic questions--specifically, questions that require them to extrapolate information from graphs. From data gathered in videotaped interviews, students' verbal responses were analyzed as well as any gestures they used during the solution or answer phases. From the analysis of both response modalities, the constructs of bounded and unbounded views of graphs developed. The effects of these constructs and students' metaphors for the graphs were tested against the students' performance on far prediction tasks. Gestures provided a particularly useful window into students' views and predicted student performance on complex tasks more effectively than speech. (Contains 4 tables and 1 figure.) (Author).
Anmerkungen	Wisconsin Center for Education Research. School of Education, University of Wisconsin-Madison, 1025 West Johnson Street Suite 785, Madison, WI 53706. Tel: 608-263-4200; Fax: 608-263-6448; e-mail: uw-wcer@education.wisc.edu; Web site: http://www.wcer.wisc.edu/publications/workingpapers.index.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10