Linking Representations Multimodally: Changes in a Teacher's Linking Behavior After Tutorials About Teacher Gesture

• In Event: The Teacher's Role in Mathematics Learning

Abstract

Mathematical concepts are represented many ways and understanding connections between representations is critical for conceptual understanding. Learners’ understanding of connections among representations can depend on the instruction they receive. Researchers have characterized ways teachers connect ideas and have found that teachers use a range of techniques, including gesture. Studies have focused on teachers’ spontaneous use of gestures to connect different representations of mathematical concepts but few have explored professional development about how to effectively use gesture as a tool for linking representations. Giving teachers instruction about gesture may enhance their awareness and use of gesture in their instruction, which may in turn yield benefits for student learning.

Authors

• Andrea M. Donovan, University of Wisconsin - Madison
  Presenting Author

• Martha W. Alibali, University of Wisconsin - Madison
  Non-Presenting Author