Gesture as a Window to Justification and Proof [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (35th, Chicago, IL, Nov 14-17, 2013).

Autor/inn/en	Boncoddo, Rebecca; Williams, Caroline C.; Pier, Elizabeth; Walkington, Candace; Alibali, Martha W.; Nathan, Mithcell; Dogan, M. Fatih; Waala, Jessica
Titel	Gesture as a Window to Justification and Proof [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (35th, Chicago, IL, Nov 14-17, 2013).
Quelle	(2013), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Nonverbal Communication; Undergraduate Students; Mathematical Logic; Problem Solving; Validity; Learning Theories; Coding + Suchen Sie Ihr Suchwort? Non-verbal communication; Nonverbale Kommunikation; Mathematical logics; Mathematische Logik; Problemlösen; Gültigkeit; Learning theory; Lerntheorie; Codierung; Programmierung
Abstract	The role of the body, particularly gesture, in supporting mathematical reasoning is an emerging area of research in mathematics education. In the present study, we examine undergraduate students providing a justification for a task about a system of alternating gears, which involves concepts of number relating to even/odd patterns. Some participants were directed to perform gestures relevant to alternation and parity before attempting their justification, while others were not. Although these directed actions did not seem to influence the gestures participants used to solve the problem, we found an important relationship between gesture and mathematical reasoning. In particular, certain types of gestures during problem solving were associated with valid justifications. This research provides insight into the link between action and mathematical reasoning, and has implications for supporting students' proof activities. [For the complete proceedings, see ED584443.] (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