Using Gestures to Support the Teaching of the Equal Sign (Poster 36)

• In Event: AERA Poster Session Eleven
  In Poster Session: Research in Mathematics Education SIG Poster Session

Abstract

A better understanding of gestures in mathematics teaching – types of gestures, how they are used, when, and how often – would inform our understanding of teaching and learning mathematics. In this work, we aim to examine how gestures are used in the teaching of early algebra. Using data from a larger study in the teaching and learning of early algebra, we examined the use of gestures in 19 third grade lessons. Our findings suggest that early algebra is a gesture-rich environment. Furthermore, teachers use gestures adaptively depending not only on the topic, but also on the particular conception their instruction aims to promote.

Authors

• Boram Lee, University of Texas at Austin
  Presenting Author

• Ingrid G Ristroph, University of Texas at Austin
  Non-Presenting Author

• Despina A. Stylianou, City College of New York - CUNY
  Non-Presenting Author

• Eric J. Knuth, National Science Foundation
  Non-Presenting Author