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The Importance and Role of Gesture in Construncting Mathematical Meaning

Yıl 2021, Cilt 22, Sayı 2, 678 - 703, 30.08.2021

Öz

Over the past two decades, researchers have been increasingly focusing on gestures and their roles, which are often revealed in mathematical learning context. Gestures have been observed as an important tool for communicating and associating mathematical ideas, and as a concrete evidence for revealing mental representations in learning environments. In this sense, firstly, what is the importance and definition of gesture in the context of mathematics education is mentioned. Then, it is mentioned how to classify the gestures that emerge in learning environments and accompany mathematical ideas. Definitions and features of different types of gestures are included, and it is briefly mentioned from which perspectives the gestures are handled in mathematics education. Afterwards, empirical examples from the studies conducted in mathematics teaching and learning environments are presented and the roles of gestures are explained in this context. In the present study, thoughts about why analysis of gestures are necessary in mathematics learning environments, what roles it can play in mathematics classrooms, and what effects it may have on mathematical understanding and thinking processes are presented. Finally, in this study, which comprehensively deals with gesture-related studies in mathematics education, suggestions are made on what and how further studies can be.

Kaynakça

  • Abrahamson, D. (2004). Embodied spatial articulation: A gesture perspective on student negotiation between kinesthetic schemas and epistemic forms in learning mathematics. In D. E. McDougall & J. A. Ross (Eds.), Proceedings of the twenty sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, (Vol. 2, pp. 791-797). Windsor, Ontario: Preney.
  • Akıncı, M. (2014). Matematik öğretmen adaylarının bazı geometrik kavramlara ilişkin jestlerinin incelenmesi. Yayınlanmamış Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Akıncı, M. (2017). Matematik öğretmen adaylarının bazı geometrik kavramlara ilişkin jestlerinin incelenmesi. İlköğretim Online, 16(4), 1357-1383.
  • Alibali, M. W., Boncoddo, R., & Hostetter, A. B. (2014a). Gesture in reasoning: An embodied perspective. In Lawrence Shapiro (Ed.) The Routledge handbook of embodied cognition (pp. 150-160). New York: Routledge.
  • Alibali, M. W., & DiRusso, A. A. (1999). The function of gesture in learning to count: More than keeping track. Cognitive Development, 14(1), 37-56. doi:10.1016/S0885-2014(99)80017-3
  • Alibali, M. W., Heath, D. C., & Myers, H. J. (2001). Effects of visibility between speaker and listener on gesture production: Some gestures are meant to be seen. Journal of Memory and Language, 44(2), 169-188. doi: 10.1006/jmla.2000.2752
  • Alibali, M. W., & Nathan, M. J. (2007). Teachers’ gestures as a means of scaffolding students’ understanding: Evidence from an early algebra lesson. In R Goldman, R. Pea, B. Barron, & S. J. Derry (Eds.), Video research in the learning sciences (pp. 349–365). Mahwah, NJ: Erlbaum.
  • Alibali, M.W., & Nathan, M. J. (2012). Embodiment in mathematics teaching and learning: evidence from learners’ and teachers’ gestures. The Journal of the Learning Sciences, 21, 247-286. doi: 10.1080/10508406.2011.611446
  • Alibali, M. W., Nathan, M. J., Boncoddo, R., & Pier, E. (2019). Managing common ground in the classroom: teachers use gestures to support students’ contributions to classroom discourse. ZDM, 51(2), 347-360.
  • Alibali, M. W., Nathan, M. J., Wolfgram, M. S., Church, R. B., Jacobs, S. A., Johnson Martinez, C., & Knuth, E. J. (2014b). How teachers link ideas in mathematics instruction using speech and gesture: A corpus analysis. Cognition and Instruction, 32(1), 65-100. doi:10.1080/07370008.2013.858161
  • Alibali, M. W., Young, A. G., Crooks, N. M., Yeo, A., Wolfgram, M. S., Ledesma, I. M., … Knuth, E. J. (2013). Students learn more when their teacher has learned to gesture effectively. Gesture, 13(2), 210-233.
  • Anderson, M. L. (2003). Embodied cognition: A field guide. Artificial Intelligence, 149, 91–130. doi: 10.1016/S0004-3702(03)00054-7
  • Arzarello, F. (2006). Semiosis as a multimodal process. Revista Latinoamericana de Investigación en Matemática Educativa, 9(1), 267-299.
  • Arzarello, F., & Edwards, L. (2005). Gesture and the construction of mathematical meaning. In H. Chick & J. Vincent (Eds.), Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 123-154). Melbourne, Australia.
  • Arzarello, F., & Paola, D. (2007). Semiotic games: The role of the teacher. In J. Woo, H. Lew, K. Park, & D. Seo (Eds.), Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education (vol. 2 (pp. 17–24). Seoul: Korea.
  • 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. doi: 10.1007/s10649-008-9163-z
  • Barsalou, L. W. (2008). Grounded cognition. Annual Review of Psychology., 59, 617-645.
  • Bieda, K. N., & Nathan, M. J. (2009). Representational disfluency in algebra: Evidence from student gestures and speech. ZDM, 41(5), 637-650. doi:10.1007/s11858-009-0198-0
  • Bjuland, R., Cestari, M.L., & Borgersen, H. E. (2008). The interplay between gesture and discourse as mediating devices in collaborative mathematical reasoning: A multimodal approach. Mathematical Thinking and Learning, 10(3), 271-292. doi: 10.1080/10986060802216169
  • Boyatzis, C. J., & Watson, M. W. (1993). Preschool children's symbolic representation of objects through gestures. Child Development, 64(3), 729-735. doi:10.2307/1131214
  • Broaders, S. C., Cook, S. W., Mitchell, Z., & Goldin-Meadow, S. (2007). Making children gesture brings out implicit knowledge and leads to learning. Journal of Experimental Psychology: General, 136(4), 539. doi: 10.1037/0096-3445.136.4.539
  • Cameron, H., & Xu, X. (2011). Representational gesture, pointing gesture, and memory recall of preschool children. Journal of Nonverbal Behavior, 35(2), 155-171. doi: 10.1007/s10919-010-0101-2
  • Church, R. B., Ayman-Nolley, S., & Mahootian, S. (2004). The role of gesture in bilingual education: Does gesture enhance learning?. International Journal of Bilingual Education and Bilingualism, 7(4), 303-319. doi: 10.1080/13670050408667815
  • Clark, H. H. (1996). Using language. Cambridge: UK.
  • Claxton, G. (2015). Beden: zekânın özü, zihnin bedene sandığınızdan daha çok ihtiyacı var. (Çev. D. Tanla). İstanbul: The Kitap.
  • Cook, S. W., & Goldin-Meadow, S. (2006). The role of gesture in learning: Do children use their hands to change their minds?. Journal of Cognition and Development, 7(2), 211-232. doi: 10.1207/s15327647jcd0702_4
  • Cook, S. W., Mitchell, Z., & Goldin-Meadow, S. (2008). Gesturing makes learning last. Cognition, 106(2), 1047-1058. doi: 10.1016/j.cognition.2007.04.010
  • Edwards, L. D. (2003, April). A natural history of mathematical gesture. In American Educational Research Association Annual Conference, Chicago.
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Matematikte Anlam Oluşturmada Jestlerin Önemi ve Rolü

Yıl 2021, Cilt 22, Sayı 2, 678 - 703, 30.08.2021

Öz

Son yirmi yılda araştırmacılar, giderek artan bir ilgiyle, matematik öğrenme ortamlarında sıklıkla açığa çıkan jestlere ve jestlerin rollerine odaklanmıştır. Jestler öğrenme ortamlarında matematiksel fikirleri iletmede ve ilişkilendirmede önemli bir araç, zihinsel temsillerin açığa çıkarılmasında somut birer kanıt olarak gözlemlenmiştir. Bu anlamda öncelikle matematik eğitimi bağlamında jestin öneminin ve tanımının ne olduğuna değinilmiştir. Daha sonra öğrenme ortamlarında açığa çıkan ve matematiksel fikirlere eşlik eden jestlerin sınıflamasının nasıl yapıldığından bahsedilmiştir. Farklı jest türlerinin tanımlarına ve özelliklerine yer verilmiş ve ayrıca matematik eğitiminde jestlerin hangi bakış açılarıyla ele alındığından kısaca söz edilmiştir. Sonrasında matematik öğretme ve öğrenme ortamlarında yapılan çalışmalardan ampirik örnekler sunularak bu bağlamda jestlerin rollerinin neler olduğu açıklanmıştır. Bu çalışmada matematik öğrenme ortamlarında jestlerin analizinin neden gerekli olduğuna, matematik sınıflarında ne gibi roller üstlenebileceğine, matematiksel anlama ve düşünme süreçlerinde etkilerinin neler olabileceğine dair fikirler sunulmuştur. Son olarak, matematik eğitiminde yapılan jest içerikli çalışmaları kapsamlı bir şekilde ele alan bu çalışmada daha ileri çalışmaların neler ve nasıl olabileceğine dair önerilerde bulunulmuştur.

Kaynakça

  • Abrahamson, D. (2004). Embodied spatial articulation: A gesture perspective on student negotiation between kinesthetic schemas and epistemic forms in learning mathematics. In D. E. McDougall & J. A. Ross (Eds.), Proceedings of the twenty sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, (Vol. 2, pp. 791-797). Windsor, Ontario: Preney.
  • Akıncı, M. (2014). Matematik öğretmen adaylarının bazı geometrik kavramlara ilişkin jestlerinin incelenmesi. Yayınlanmamış Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Akıncı, M. (2017). Matematik öğretmen adaylarının bazı geometrik kavramlara ilişkin jestlerinin incelenmesi. İlköğretim Online, 16(4), 1357-1383.
  • Alibali, M. W., Boncoddo, R., & Hostetter, A. B. (2014a). Gesture in reasoning: An embodied perspective. In Lawrence Shapiro (Ed.) The Routledge handbook of embodied cognition (pp. 150-160). New York: Routledge.
  • Alibali, M. W., & DiRusso, A. A. (1999). The function of gesture in learning to count: More than keeping track. Cognitive Development, 14(1), 37-56. doi:10.1016/S0885-2014(99)80017-3
  • Alibali, M. W., Heath, D. C., & Myers, H. J. (2001). Effects of visibility between speaker and listener on gesture production: Some gestures are meant to be seen. Journal of Memory and Language, 44(2), 169-188. doi: 10.1006/jmla.2000.2752
  • Alibali, M. W., & Nathan, M. J. (2007). Teachers’ gestures as a means of scaffolding students’ understanding: Evidence from an early algebra lesson. In R Goldman, R. Pea, B. Barron, & S. J. Derry (Eds.), Video research in the learning sciences (pp. 349–365). Mahwah, NJ: Erlbaum.
  • Alibali, M.W., & Nathan, M. J. (2012). Embodiment in mathematics teaching and learning: evidence from learners’ and teachers’ gestures. The Journal of the Learning Sciences, 21, 247-286. doi: 10.1080/10508406.2011.611446
  • Alibali, M. W., Nathan, M. J., Boncoddo, R., & Pier, E. (2019). Managing common ground in the classroom: teachers use gestures to support students’ contributions to classroom discourse. ZDM, 51(2), 347-360.
  • Alibali, M. W., Nathan, M. J., Wolfgram, M. S., Church, R. B., Jacobs, S. A., Johnson Martinez, C., & Knuth, E. J. (2014b). How teachers link ideas in mathematics instruction using speech and gesture: A corpus analysis. Cognition and Instruction, 32(1), 65-100. doi:10.1080/07370008.2013.858161
  • Alibali, M. W., Young, A. G., Crooks, N. M., Yeo, A., Wolfgram, M. S., Ledesma, I. M., … Knuth, E. J. (2013). Students learn more when their teacher has learned to gesture effectively. Gesture, 13(2), 210-233.
  • Anderson, M. L. (2003). Embodied cognition: A field guide. Artificial Intelligence, 149, 91–130. doi: 10.1016/S0004-3702(03)00054-7
  • Arzarello, F. (2006). Semiosis as a multimodal process. Revista Latinoamericana de Investigación en Matemática Educativa, 9(1), 267-299.
  • Arzarello, F., & Edwards, L. (2005). Gesture and the construction of mathematical meaning. In H. Chick & J. Vincent (Eds.), Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 123-154). Melbourne, Australia.
  • Arzarello, F., & Paola, D. (2007). Semiotic games: The role of the teacher. In J. Woo, H. Lew, K. Park, & D. Seo (Eds.), Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education (vol. 2 (pp. 17–24). Seoul: Korea.
  • 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. doi: 10.1007/s10649-008-9163-z
  • Barsalou, L. W. (2008). Grounded cognition. Annual Review of Psychology., 59, 617-645.
  • Bieda, K. N., & Nathan, M. J. (2009). Representational disfluency in algebra: Evidence from student gestures and speech. ZDM, 41(5), 637-650. doi:10.1007/s11858-009-0198-0
  • Bjuland, R., Cestari, M.L., & Borgersen, H. E. (2008). The interplay between gesture and discourse as mediating devices in collaborative mathematical reasoning: A multimodal approach. Mathematical Thinking and Learning, 10(3), 271-292. doi: 10.1080/10986060802216169
  • Boyatzis, C. J., & Watson, M. W. (1993). Preschool children's symbolic representation of objects through gestures. Child Development, 64(3), 729-735. doi:10.2307/1131214
  • Broaders, S. C., Cook, S. W., Mitchell, Z., & Goldin-Meadow, S. (2007). Making children gesture brings out implicit knowledge and leads to learning. Journal of Experimental Psychology: General, 136(4), 539. doi: 10.1037/0096-3445.136.4.539
  • Cameron, H., & Xu, X. (2011). Representational gesture, pointing gesture, and memory recall of preschool children. Journal of Nonverbal Behavior, 35(2), 155-171. doi: 10.1007/s10919-010-0101-2
  • Church, R. B., Ayman-Nolley, S., & Mahootian, S. (2004). The role of gesture in bilingual education: Does gesture enhance learning?. International Journal of Bilingual Education and Bilingualism, 7(4), 303-319. doi: 10.1080/13670050408667815
  • Clark, H. H. (1996). Using language. Cambridge: UK.
  • Claxton, G. (2015). Beden: zekânın özü, zihnin bedene sandığınızdan daha çok ihtiyacı var. (Çev. D. Tanla). İstanbul: The Kitap.
  • Cook, S. W., & Goldin-Meadow, S. (2006). The role of gesture in learning: Do children use their hands to change their minds?. Journal of Cognition and Development, 7(2), 211-232. doi: 10.1207/s15327647jcd0702_4
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Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim, Eğitim Araştırmaları
Bölüm Araştırma Makaleleri
Yazarlar

Tuba AKÇAKOCA (Sorumlu Yazar)
T.C. MİLLİ EĞİTİM BAKANLIĞI
0000-0002-1346-0060
Türkiye


Gönül YAZGAN SAĞ
GAZİ ÜNİVERSİTESİ, GAZİ EĞİTİM FAKÜLTESİ
0000-0002-7237-5683
Türkiye

Yayımlanma Tarihi 30 Ağustos 2021
Başvuru Tarihi 1 Ağustos 2020
Kabul Tarihi 30 Ağustos 2021
Yayınlandığı Sayı Yıl 2021, Cilt 22, Sayı 2

Kaynak Göster

APA Akçakoca, T. & Yazgan Sağ, G. (2021). Matematikte Anlam Oluşturmada Jestlerin Önemi ve Rolü . Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi , 22 (2) , 678-703 . Retrieved from https://dergipark.org.tr/tr/pub/kefad/issue/62829/776349

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