Becoming the Graph: Changes in Children’s Gestures Following Dynamic, Whole-Body Graphing Activities

• In Event: Algebraic Reasoning Across Grades

Abstract

Gestures when expressing mathematical graphs have been characterized with two broad patterns: “seeing-the-graph” (associated with novices) or “being-the-graph” (associated with greater functions and graphing expertise) (Gerofsky, 2010). In this study, we examined whether a brief, whole-body dynamic graphing intervention (Balance Board Math) shifted children’s gestures (N=80) about static graphs towards the more expert being-the-graph style. We found that children’s gestures showed a statistically significant increase in dynamism and scale in the post-interview. This suggests whole-body dynamic graphing interventions could support students in shifting towards more expert styles of perceiving and understanding graphs.

Authors

• Sofia Tancredi, University of Wisconsin - Madison

• Johnny Steven Serrano Rodriguez, University of California - Berkeley