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| Autor/in | Chamberlain, Bree |
|---|---|
| Titel | Semiotic Resources in the Mathematics Classroom: The Use of Gesture in the Development of Spatial Reasoning |
| Quelle | In: Education Research and Perspectives, 47 (2020), S.53-73 (21 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0311-2543 |
| Schlagwörter | Semiotics; Mathematical Concepts; Nonverbal Communication; Mathematics Instruction; Spatial Ability; Learning Processes; Teaching Methods; Information Sources |
| Abstract | This paper sets out to clarify the role gesture has in creating meaning when learning mathematics. General characteristics of gesture and the mathematical concept of spatial reasoning are discussed. Features of the theoretical basis of that concepts are then explored, primarily to outline how the modern embodied form of knowledge was developed and how it applies to mathematical learning. Features of one aspect of embodied knowledge, gesture, is then examined and deconstructed to highlight specific ways it can be understood in order to contribute to mathematical learning. (As Provided). |
| Anmerkungen | University of Western Australia. 35 Stirling Highway Crawley, Perth, 6009 Australia. Tel: +61-8-6488-2388; Fax: +61-8-6488-1052; e-mail: gse@uwa.edu.au; Web site: https://www.erpjournal.net/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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