Chapter published in:Why Gesture?: How the hands function in speaking, thinking and communicating
Edited by R. Breckinridge Church, Martha W. Alibali and Spencer D. Kelly
[Gesture Studies 7] 2017
► pp. 285–316
Chapter 13Making and breaking common ground
How teachers use gesture to foster learning in the classroom
Teachers regularly use gesture as part of multimodal instruction to both break and make common ground. Teachers break common ground when they introduce new ideas and new mathematical practices. Teachers make common ground by connecting new ideas to students’ prior knowledge and to current disciplinary practices. Our findings show the importance of linking gestures, a highly regulated aspect of pedagogical communication, which is used to foster connection building, while reducing the cognitive demands for learners. A focus on the function of pedagogical gesture for managing common ground provides an account of classroom learning that resolves the Learning Paradox by examining the establishment, maintenance and disruption of common ground.
- Common ground and learning
- Gesture and common ground
- Past research: Gesture and common ground in conversational contexts
- Past research: Gesture and common ground in the classroom
- The tension between making and breaking common ground
- Case 1.Breaking and making common ground when introducing algebraic expressions
- Case 2.Breaking and making common ground when introducing polynomial multiplication
Published online: 26 April 2017
Alibali, Martha W., & Nathan, Mitchell J.
Alibali, Martha W., Nathan, Mitchell J., & Fujimori, Yuka
Alibali, Martha W., Nathan, Mitchell J., Church, R. Breckinridge, Wolfgram, Matthew S., Kim, Suyeon, & Knuth, Eric J.
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2014 “Teaching about confidence intervals: How instructors connect ideas using speech and gesture.” In Learning and Becoming in Practice: Proceedings of the Eleventh International Conference of the Learning Sciences, William Penuel, Susan A. Jurow, & Kevin O'Connor (eds). Boulder, CO: University of Colorado.
McNeill, David, & Duncan, Susan
Nathan, Mitchell J., & Alibali, Martha W.
Nathan, Mitchell J., & Kim, Suyeon
Nathan, Mitchell J., Eilam, Billie, & Kim, Sueyon
Schegloff, Emanuel A.
Srisurichan, Rachaya, Boncoddo, Rebecca, Ledesma, Iasmine, Pier, Elizabeth, Nathan, Mitchell J., & Alibali, Martha W.
2012 “Addressee gesture as a means to foster common ground in the classroom.” Paper presented at the Conference of the International Society for Gesture Studies, Lund, Sweden.
Steffe, Leslie P., & Thompson, Patrick W.
Cited by 7 other publications
Abrahamson, Dor, Mitchell J. Nathan, Caro Williams-Pierce, Candace Walkington, Erin R. Ottmar, Hortensia Soto & Martha W. Alibali
Alibali, Martha W., Mitchell J. Nathan, Rebecca Boncoddo & Elizabeth Pier
Gerofsky, Susan & Kim T Zebehazy
Koren, Leon & Tomislav Stipancic
Nathan, Mitchell J. & Martha W. Alibali
Nathan, Mitchell J., Amelia Yeo, Rebecca Boncoddo, Autumn B. Hostetter & Martha W. Alibali
Stipancic, Tomislav, Leon Koren, Dinko Korade & Duska Rosenberg
This list is based on CrossRef data as of 30 march 2022. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.