NON-VERBAL INTERACTION AND STUDENTS’ VISUAL INVOLVEMENT IN MATH CLASSES: A STUDY OF THE ORGANIZATION OF SPACE IN LINGUISTIC COMMUNICATION
- Adriana Breda,
- ,
- Gemma Sala-Sebastià
- University of Barcelona,
- Norwegian University of Science and Technology
Open access
Publication Information
Output type
Original language
Portuguese (Brazil)Pages from-to (Number of pages)
Pages 273-294 (22 pages)Journal (Volume, Issue Number)
Revista Latinoamericana de Investigacion en Matematica Educativa (Volume 26, Issue 3)Publication milestones
- Published - 01/11/2023
Publication status
ISSN
1665-2436Publication IDs
- Scopus: 105003215825
Abstract
This study aims to examine where in the classroom and at what specific distance students are more or less visually engaged with the teacher and to what extent the instructions given by teachers, through gestures of pointing, affect students’ engagement in class of math. 50 students (25 boys and 25 girls) were randomly selected, put a mini camera that was mounted on an eyeglass in their mathematics and English lessons. Approximately 75 hours of video recording were made from these cameras (the first person’s perspectives) to analyze and compare the nonverbal interaction in mathematics lessons. Results show that students are more visually engaged in their teachers’ instruction at a particular distance in the classroom (from 120 cm to 370 cm). Furthermore, we report differences between boys and girls and how they are visually engaged in their mathematics classrooms. Finally, we report how teachers pointing gestures can serve as a tool to recapture student’s visual attention in mathematics classrooms.