Gesture Indicates Productive Struggle in Proof Writing: Case Studies from a Basic Topology Course [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (43rd, Philadelphia, PA, Oct 14-17, 2021).

Autor/in	Gallagher, Keith
Titel	Gesture Indicates Productive Struggle in Proof Writing: Case Studies from a Basic Topology Course [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (43rd, Philadelphia, PA, Oct 14-17, 2021).
Quelle	(2021), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Undergraduate Students; Nonverbal Communication; Validity; Mathematical Logic; Mathematics Instruction; Learner Engagement; Case Studies; Task Analysis; Video Technology; Schemata (Cognition); Problem Solving; Topology; Thinking Skills + Suchen Sie Ihr Suchwort? Non-verbal communication; Nonverbale Kommunikation; Gültigkeit; Mathematical logics; Mathematische Logik; Mathematics lessons; Mathematikunterricht; Case study; Fallstudie; Case Study; Aufgabenanalyse; Cognition; Schema; Kognition; Problemlösen; Topologie; Denkfähigkeit
Abstract	Many students struggle with proof writing. However, struggle is not universally bad: researchers have distinguished between productive and unproductive forms of struggle and have identified productive struggle as essential for learning mathematics. Yet, in practice, recognizing when learners are engaged in productive struggle or unproductive struggle can be challenging. In this report, I argue that students' gesture production may indicate engagement in productive struggle. I observed three undergraduate students from an introductory point-set topology course, collaborating in pairs to complete proof tasks. I present evidence from the students' work on two proof tasks that undergraduate students' gesture frequently when they are engaged in productive struggle and that gesture is rare during engagement in unproductive struggle. [For the complete proceedings, see ED630060.] (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	2024/1/01