Exploring Gestures in Statistics Education: Think-Aloud Interview Case Study With Social Science Students

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  In Roundtable Session: Studies of Postsecondary Mathematics Teaching and Learning (Table 6)

Abstract

This study investigates how students use gestures while answering statistical questions during think-aloud interviews. By examining two social science master's students, the research analyzes the frequency and types of gestures used, including iconic, deictic, regulator, and adaptive gestures. The findings reveal that iconic gestures significantly aid in understanding and communicating abstract statistical concepts, while adaptive gestures may serve as coping mechanisms for cognitive load. Variations in gesture use were observed in relation to math anxiety and prior math experience, highlighting individual differences in learning styles. This study underscores the importance of non-verbal communication in statistics education, offering insights for educators to enhance learning by incorporating gestures into teaching strategies.

Authors

• Zoey Yi Zhao, University of California - Los Angeles

• Rui Yu, University of California - Los Angeles

• Icy Yunyi Zhang, University of Wisconsin - Madison