Students' Use of Gesture and Posture Mimicry in Developing Mutual Understanding [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	Wells, Kevin J.
Titel	Students' Use of Gesture and Posture Mimicry in Developing Mutual Understanding [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; Problem Solving; Nonverbal Communication; Human Posture; Interpersonal Communication; Cooperative Learning; Imitation; Foreign Countries; Grade 5; Elementary School Students; Canada + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Problemlösen; Non-verbal communication; Nonverbale Kommunikation; Posture; Körperhaltung; Interpersonale Kommunikation; Kooperatives Lernen; Ausland; School year 05; 5. Schuljahr; Schuljahr 05; Kanada
Abstract	In this paper I focus on observations made regarding students mimicking of each other's gestures in face-to-face conversation while problem solving. The data supports the idea that the students may use such gestures to subconsciously signal acceptance. Through talk, gesture, prosody, and intonation, combined with context, the interlocutors may develop a better connection with each other, enabling a belief in having achieved a shared understanding of each other's contribution. In so doing, they are positioned to develop their understanding of the problem. In addition, recordings of students working together on problem solving show evidence of posture mimicking during times of effective collaborative. The results suggest that teachers' recognition of such mimicry may help in knowing when to successfully intervene. [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