The Second Derivative Test: A Case Study of Instructor Gesture Use [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).

Autor/in	Infante, Nicole Engelke
Titel	The Second Derivative Test: A Case Study of Instructor Gesture Use [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).
Quelle	(2016), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Mathematics Instruction; Nonverbal Communication; Teaching Methods; Mathematical Concepts; Calculus; Mathematics Tests; Correlation; Mathematics Teachers; Classroom Communication; College Faculty; Graphs; Qualitative Research + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Mathematics lessons; Mathematikunterricht; Non-verbal communication; Nonverbale Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Korrelation; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Klassengespräch; Fakultät; Grafische Darstellung; Qualitative Forschung
Abstract	We present a case study of how five instructors used gesture when introducing the second derivative test in a first semester calculus class. The second derivative test and optimization naturally evoke hand motions while teaching, making this a fertile ground for studying gesture use in the classroom. Each of the five instructors used a classic optimization problem as a primary example of how one would use the second derivative test to verify that a found value would be a maximum or minimum. We observed the instructors making connections between the algebraic, numerical, and graphical representations of this concept through gesture. The quantity and types of gesture varied greatly by instructor, but there were two key links that every instructor made. [For the complete proceedings, see ED583608.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01