Poster #24 - Relationships Between Gesture Beliefs, Domain Knowledge, and Gesture Usage in Mathematics

• In Event: 21.063 - MTCC Poster Session Three
  In Poster Session: 21.063-2 - Social and Cognitive Influences on Academic Performance

Abstract

Teachers often use gestures during mathematics instruction, but little is known about the mathematics-specific factors that give rise to gestures. In this study, we look at the relationship between teachers’ mathematical knowledge, attitudes towards mathematics, beliefs about gestures in the math classroom, and their use of gesture while solving problems. We find that teachers gesture more if others are gesturing and use collaborative gestures more if they enjoy mathematics. In addition, both the use of collaborative gestures, and having more learners involved in gestural activity, are related to formulating valid proofs for geometric conjectures. This provides guidance for the design of future experimental studies that could intervene upon factors influencing gesture usage to increase students’ or teachers’ gestures.

Authors

• Candace A. Walkington, Southern Methodist University

• Mitchell J. Nathan, University of Wisconsin - Madison

• Dawn Marie Woods, Southern Methodist University

• Geoffrey Ngetich Chelule, Southern Methodist University