Beyond Talk: Noticing Neurodiverse Students' Nonverbal Participation in Mathematics Through Video Analysis

• In Event: Access to Mathematics Curriculum and Instruction for All

Abstract

Through video analysis, this study examines a neurodiverse student’s participation during a small group math intervention. We ask, how do neurodiverse students engage in mathematical discourse beyond talk alone? What can researchers and educators learn about how students engage in mathematics by not only listening, but also looking closely? The interaction studied reveals a student’s previously unnoticed participation in mathematical discourse through gesture. We argue that this interaction represents the need to acknowledge methods of participation, beyond speech, used by neurodiverse students, such as nonverbal gestures. We call for research in mathematical education and discourse that includes neurodiverse students and alternative methods of demonstrating understanding and knowledge.

Authors

• Avery McNiff, University of California - Santa Barbara

• Rachel Lambert, University of California - Santa Barbara