Linking Mathematical Ideas Multimodally Enhances Learning

• In Event: Poster Session 12
  In Poster Session: Student Cognition, Attitudes, and Learning in Math

Abstract

Mathematical ideas connect to and build upon other mathematical ideas. This research examines how teachers connect mathematical ideas in classroom instruction in the domain of beginning algebra, and whether variations in how teachers connect ideas make a difference for student learning. We focus on how teachers communicate about links between ideas using speech and gesture. In Study 1, we document how teachers express links between ideas in speech, gestures, and other modalities in naturalistic classroom instruction in beginning algebra. Teachers often expressed links between ideas multimodally, typically using both speech and gesture. In Study 2, we explore whether enhancing teachers’ use of gestures in a beginning algebra lesson would promote students’ learning. Students showed greater learning gains following enhanced-gesture lessons.

Authors

• Martha W. Alibali, University of Wisconsin - Madison

• Matthew Wolfgram, University of Wisconsin - Madison

• Andrew G. Young, University of Wisconsin - Madison

• Ruth Breckinridge Church, Northeastern illinois University

• Chelsea Victoria Martinez, Highland Community College

• Steven A. Jacobs, University of Chicago

• Mitchell J. Nathan, University of Wisconsin - Madison