The Interplay between Language, Gestures, Dragging and Diagrams in Bilingual Learners' Mathematical Communciations [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).

Autor/in	Ng, Oi-Lam
Titel	The Interplay between Language, Gestures, Dragging and Diagrams in Bilingual Learners' Mathematical Communciations [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Bilingual Students; Language Usage; Nonverbal Communication; Visual Aids; English Language Learners; High School Students; Calculus; Secondary School Mathematics; Interpersonal Communication; Cooperative Learning; Mathematical Concepts; Educational Technology; Technology Uses in Education; Conventional Instruction; Grade 12; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Sprachgebrauch; Non-verbal communication; Nonverbale Kommunikation; Anschauungsmaterial; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Interpersonale Kommunikation; Kooperatives Lernen; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; School year 12; 12. Schuljahr; Schuljahr 12; Ausland; Kanada
Abstract	This paper provides a detailed analysis of the mathematical communication involving a pair of high school calculus students who are English language learners. The paper focuses on the word-use, gestures and dragging actions in the student-pair communication about calculus concepts when paper-based static and then touchscreen dynamic diagrams. Findings suggest that the students relied on gestures and dragging as multimodal resources to communicate about dynamic aspects of calculus. Moreover, examining the interplay between language, gestures, dragging and diagrams made it possible to uncover English language learners' competencies in mathematical communications. This paper points to an expanded view of bilingual learners' communication that includes gestures, dragging and diagrams. [For the complete proceedings, see ED597799.] (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