Abstract
The Role of Gestures in Mathematical Discourse of Hard-Hearing Students: Prism Example
Highlights
Geometry, in mathematics, facilitates the understanding of shapes and underlying features and life (Goos & Spencer, 2003) by providing individuals reasoning and problem solving ability in perceiving spatial and physical situations (Battista, 2007)
The current paper has focused how the gestures are used to help construct and communicate mathematical understandings by the hard hearing students and wanted to detect thoughts about prism which is geometric object and includes spatial ability in the people’s mind through gestures
The students mentioned about geometric shapes in which the bases could be, the edge numbers of the geometric shapes, the physical appearance, how to name them (Table 2) while they talking about base of prism
Summary
In mathematics, facilitates the understanding of shapes and underlying features and life (Goos & Spencer, 2003) by providing individuals reasoning and problem solving ability in perceiving spatial and physical situations (Battista, 2007). The current paper has focused how the gestures are used to help construct and communicate mathematical understandings by the hard hearing students and wanted to detect thoughts about prism which is geometric object and includes spatial ability in the people’s mind through gestures. Most gesture theorists state that it is interesting to investigate how such abstract concepts are made present through the physicality of gestures (Arzarello, Robutti & Thomas, 2015) In literature, It was investigated the role of gestures used hearing students in some subjects; learning counting (Alibali and DiRusso, 1999), classroom communication (Goldin-Meadow, Kim and Singer, 1999), drawing graphic (Arzarello and Robutti, 2003), slope (Yoon, Thomas and Dreyfus, 2011), the formula of derivative (Arzarello, Paola, Robutti, & Sabena, 2009) and fractions (Edwards, 2009). How do hard-hearing students’ physical gestures become endowed with mathematical meaning?
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