How Teachers Link Ideas in Mathematics Instruction Using Speech and Gesture: A Corpus Analysis

Autor/inn/en	Alibali, Martha W.; Nathan, Mitchell J.; Wolfgram, Matthew S.; Church, R. Breckinridge; Jacobs, Steven A.; Johnson Martinez, Chelsea; Knuth, Eric J.
Titel	How Teachers Link Ideas in Mathematics Instruction Using Speech and Gesture: A Corpus Analysis
Quelle	In: Cognition and Instruction, 32 (2014) 1, S.65-100 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-0008
DOI	10.1080/07370008.2013.858161
Schlagwörter	Mathematics Instruction; Teaching Methods; Middle School Students; Middle School Teachers; Nonverbal Communication; Speech Communication; Classroom Communication; Video Technology; Discourse Analysis + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Non-verbal communication; Nonverbale Kommunikation; Klassengespräch; Diskursanalyse
Abstract	This research investigated how teachers express links between ideas in speech, gestures, and other modalities in middle school mathematics instruction. We videotaped 18 lessons (3 from each of 6 teachers), and within each, we identified "linking episodes"--segments of discourse in which the teacher connected mathematical ideas. For each link, we identified the modalities teachers used to express linked ideas and coded whether the content was new or review. Teachers communicated most links multimodally, typically using speech and gestures. Teachers' gestures included depictive gestures that simulated actions and perceptual states, and pointing gestures that grounded utterances in the physical environment. Compared to links about new material, teachers were less likely to express links about review material multimodally, especially when that material had been mentioned previously. Moreover, teachers gestured at a higher rate in links about new material. Gestures are an integral part of teachers' communication during mathematics instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10