Gestures and a Chain of Signification: The Case of Equilibrium Solutions

Autor/inn/en	Keene, Karen Allen; Rasmussen, Chris; Stephan, Michelle
Titel	Gestures and a Chain of Signification: The Case of Equilibrium Solutions
Quelle	In: Mathematics Education Research Journal, 24 (2012) 3, S.347-369 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-012-0054-3
Schlagwörter	Instructional Design; Mathematics Education; Research; Nonverbal Communication; Data Analysis; Experiments; Teaching Methods; Equations (Mathematics); Teacher Educators; Calculus; Mathematics Teachers + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Mathematische Bildung; Forschung; Non-verbal communication; Nonverbale Kommunikation; Auswertung; Erprobung; Teaching method; Lehrmethode; Unterrichtsmethode; Equations; Mathematics; Gleichungslehre; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende
Abstract	This paper provides an exposition of the unfolding and growing complexities of student and instructor gesturing over time. Specifically, it provides an account of how different forms of gestures, all related to the same mathematical idea, can create a chain of signs that support and enhance increasingly sophisticated understanding of one important concept in the learning of differential equations. The chain of gestures presented in this paper offers researchers, instructors, and instructional designers a view of the way in which different gestures can form a common conceptual thread. Expanding on Walkerdine's (1988) theory of chains of signification, gestures are framed as signs in a chain of signification that captures the evolution of the idea over an extended period of time. Data for the analysis comes from a semester-long classroom teaching experiment in a first course in differential equations. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10