Semiotic mediation of gestures in the teaching of early algebra: the case of the equal sign
Author:
Funder
National Science Foundation
Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s10649-024-10319-3.pdf
Reference39 articles.
1. Aldugom, M., Fenn, K., & Cook, S. W. (2020). Gesture during math instruction specifically benefits learners with high visuospatial working memory capacity. Cognitive Research: Principles and Implications, 5, 27. https://doi.org/10.1186/s41235-020-00215-8.
2. Alibali, M. J. W., & Nathan, M. (2007). Teachers’ gestures as a means of scaffolding students’ understanding: Evidence from an early algebra lesson. In Goldman, R., Pea, R., Barron, B., & Derry, S.J. (Eds.). Video research in the learning sciences (1st ed.). Routledge.https://doi.org/10.4324/9780203877258.
3. Alibali, M. W., Nathan, M. J., Church, B., Wolfgram, R., Kim, M. S., S., & Knuth, E. J. (2013). Teachers’ gestures and speech in mathematics lessons: Forging common ground by resolving trouble spots. ZDM-Mathematics Education, 45, 425–440.
4. Alibali, M. W., Nathan, M. J., Wolfgram, M. S., Church, R. B., Jacobs, S. A., Martinez, J., C., & Knuth, E. J. (2014). How teachers link ideas in mathematics instruction using speech and gesture: A corpus analysis. Cognition and Instruction, 32(1), 65–100.
5. Arzarello, F., Paola, D., Robutti, O., & Sabena, C. (2009). Gestures as semiotic resources in the mathematics classroom. Educational Studies in Mathematics, 70(2), 97–109. http://www.jstor.org/stable/40284563.
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