Bilinguals' Non-Linguistic Communication: Gestures and Touchscreen Dragging in Calculus [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015).

Autor/in	Ng, Oi-Lam
Titel	Bilinguals' Non-Linguistic Communication: Gestures and Touchscreen Dragging in Calculus [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015).
Quelle	(2015), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingual Students; Nonverbal Communication; Mathematics Instruction; Mathematical Logic; High School Students; Secondary School Mathematics; Calculus; Language Usage; Educational Technology; Technology Uses in Education; Cooperative Learning; Interpersonal Communication; Foreign Countries; Handheld Devices; Telecommunications; Grade 12; Canada + Suchen Sie Ihr Suchwort? Non-verbal communication; Nonverbale Kommunikation; Mathematics lessons; Mathematikunterricht; Mathematical logics; Mathematische Logik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Sprachgebrauch; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kooperatives Lernen; Interpersonale Kommunikation; Ausland; Telekommunikationstechnik; School year 12; 12. Schuljahr; Schuljahr 12; Kanada
Abstract	This paper discusses the importance of considering bilingual learners' non-linguistic forms of communication for understanding their mathematical thinking. In particular, I provide an analysis of communication involving a pair of high school calculus bilingual learners, who interacted with a touchscreen-based DGE (dynamic geometry environment). The paper focuses on the word-use, gestures, and touchscreen dragging actions in student-pair communication. Findings suggest that the students relied on gestures and dragging as multimodal features of the mathematical discourse to communicate dynamic aspects of calculus. This paper raises questions about new forms of communication mobilized in dynamic, touchscreen environments, particularly for bilingual learners. [For the complete proceedings, see ED583989.] (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