This paper reports on a research project in mathematics education involving the use of gesture, movement and vocal sound to highlight mathematically salient features of the graphs of polynomial functions. Empirical observations of students’ spontaneous gesture types when enacting elicited gestures of these graphs reveal a number of useful binaries (proximal/distal, being the graph/seeing the graph, within sight/within reach). These binaries inform an analysis of videotaped gestural and interview data and appear to predict teachers’ assessments of student mathematical engagement and understanding with great accuracy. Reframing this data in terms of C-VPT and O-VPT adds a further layer of sophistication to the analysis and connects it with deeper findings in cognitive and neuroscience and gesture studies.
2020. Political, technical and pedagogical effects of the COVID-19 Pandemic in Mathematics Education: an overview of Brazil, Chile and Spain. INTERMATHS: Revista de Matemática Aplicada e Interdisciplinar 1:1 ► pp. 3 ff.
2022. Interaction Design and Children, ► pp. 564 ff.
2019. Affective bodying of mathematics, children and difference: choreographing ‘sad affects’ as affirmative politics in early mathematics teacher education. ZDM 51:2 ► pp. 319 ff.
DeLiema, David, Noel Enyedy, Francis Steen & Joshua A. Danish
2021. Integrating Viewpoint and Space: How Lamination across Gesture, Body Movement, Language, and Material Resources Shapes Learning. Cognition and Instruction 39:3 ► pp. 328 ff.
2018. Mathematics and Movement. In Transdisciplinarity in Mathematics Education, ► pp. 239 ff.
Gerofsky, Susan & Kim T Zebehazy
2022. Enhancing mathematical noticing of graphs through movement, voice, and metaphor: An intervention with two students with visual impairment. British Journal of Visual Impairment 40:2 ► pp. 209 ff.
2017. How politicians express different viewpoints in gesture and speech simultaneously. Cognitive Linguistics 28:3 ► pp. 417 ff.
2022. Coding choreography: Understanding student responses to representational incompatibilities between dance and programming. Journal of Research on Technology in Education► pp. 1 ff.
Tancredi, Sofia, Julia Wang, Helen Tong Li, Carissa Jiayuan Yao, Genna Macfarlan & Kimiko Ryokai
2022. Interaction Design and Children, ► pp. 137 ff.
Vogelstein, Lauren, Corey Brady & Rogers Hall
2019. Reenacting mathematical concepts found in large-scale dance performance can provide both material and method for ensemble learning. ZDM 51:2 ► pp. 331 ff.
Walkington, Candace, Geoffrey Chelule, Dawn Woods & Mitchell J. Nathan
2019. Collaborative gesture as a case of extended mathematical cognition. The Journal of Mathematical Behavior 55 ► pp. 100683 ff.
Walkington, Candace, Dawn Woods, Mitchell J. Nathan, Geoffrey Chelule & Min Wang
2019. Does restricting hand gestures impair mathematical reasoning?. Learning and Instruction 64 ► pp. 101225 ff.
Young, Andrea & Kathryn Bruhns
2016. Chalk it up to experience: using chalkboard paint to create mathematical manipulatives. International Journal of Mathematical Education in Science and Technology 47:6 ► pp. 961 ff.
This list is based on CrossRef data as of 25 november 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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