GESTURES AND CODE-SWITCHING IN MATHEMATICS INSTRUCTION - AN EXPLORATORY CASE STUDY
- Christina M. Krausee, f(Author),
- ,
- ,
- ,
- ,
- eUniversity of California at Berkeley,
- fUniversity of Duisburg-Essen
Research Output: Chapter in Book/Report/Conference proceeding Conference contribution Peer review
Publication Information
Tipo di output
Research Output: Chapter in Book/Report/Conference proceeding Conference contribution Peer review
Lingua originale
EnglishPagine da-a (Numero di pagine)
Pagine 118-125 (8 pagine)Attività cardine della pubblicazione
- Published - 01/01/2021
Stato pubblicazione
Published - 01/01/2021
Editore/-rice
Psychology of Mathematics Education (PME)Serie di pubblicazioni
- Nome della serie di pubblicazioni: Proceedings of the International Group for the Psychology of Mathematics Education
ISSN (cartaceo): 0771-100X
ISSN (elettronico): 2790-3648
Volume: 3
ISBN (cartaceo)
9786169383024ID pubblicazione esterna
- Scopus: 85180630530
Titolo pubblicazione host
Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021Editor pubblicazione host
- Maitree Inprasitha
- Narumon Changsri
- Nisakorn Boonsena
Abstract
While gestures are considered an important resource in the mathematics classroom, gesture use in bilingual instruction has been largely neglected in research so far. This paper presents a case analysis of two teachers’ bimodal bilingual instruction in the context of isosceles triangles to show how they coordinate meaning making of content and terminology through code-switching and gestures. Based on the analysis, we will introduce the concept of ‘bimodal mnemonics’ as means to support learning mathematical terminology together with the respective concept and conclude with a brief discussion of our preliminary findings and an outlook on future research.
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