Examining the Effect of Gesture Use on Teaching Mathematical Equivalence in Elementary School Classrooms

• In Event: Developing and Studying Mathematics Understandings

Abstract

Mathematical equivalence (ME) is a fundamental math concept introduced in elementary school that many students struggle with fully understanding. Though there is evidence that supports gesture-use when teaching ME in a laboratory setting, there is insufficient evidence supporting its use in a classroom setting. Here, we examined if teacher’s gesture-use would be beneficial to students’ ME understanding in second grade classrooms, especially for ELL students. Participants (n=119) were from seven classrooms. Results indicate that gesture-based instruction was no more effective than “business as usual” instruction. Additionally, there was no significant difference between the learning outcomes of ELL students and their non-ELL counterparts. This study highlights the necessity for further research on the use of gestures in the classroom setting.

Authors

• Kelsey Rocha, University of California - Riverside

• Kinnari Atit, University of California Riverside