Young Ethnic-Minority Students' Multimodal Discourse About Triangle in Dynamic Geometry Environments (Poster 39)

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

Abstract

This study focuses on the multimodal geometry discourse when interacting with dynamic geometry environments (DGEs) for a group ethnic minority children in Hong Kong. We address the meanings that the children developed when constructing and interacting with triangles in DGEs, and how their discourse and gestures about triangles evolved during the activities. Taking a non-deficit view of learning, the analysis uncovered the mathematical competences displayed by the ethnic minority children during the DGE activities. The dynamic features of the DGE supported the children’s sense-making of triangle as a shape that can be changed and given multiple meanings. This study contributes toward ethnic minority students use of multiple resources (e.g., everyday register, gestures, dragging, and visual representations) to communicate about triangles.

Authors

• Oi-Lam Ng, Chinese University of Hong Kong
  Presenting Author

• Huiyan Ye
  Presenting Author