{"title":"Gestures, systemic functional linguistics and mathematics education","authors":"Danyal Farsani, Troels Lange, T. Meaney","doi":"10.1080/10749039.2022.2060260","DOIUrl":null,"url":null,"abstract":"ABSTRACT Gestures have been shown to reflect speakers’ embodied thinking about mathematical concepts and play a role in conveying understandings in teaching/learning interactions. However little research has been done to consider the similarities and differences in the functions that a particular gesture might have in mathematics classrooms in different parts of the world. In this paper, the occurrence of a metaphorical gesture to do with addition in a bilingual mathematics classroom in the UK and two Spanish-speaking classrooms in Chile is investigated. To do this, we elaborate on Systemic Functional Linguistics to consider how the gesture is integrated with other modes of communication to reflect the immediate context of situation as well as a wider mathematics education context of culture. An analysis of the interactions in three classrooms illustrates how the gesture seemed to convey extra meanings, sometimes complementary and sometimes contradictory, to what was expressed through other modes. Besides adding meaning to the mathematical ideas conveyed verbally, the gesture could potentially convey meanings to participants in the interactions about interpersonal relationships which were not as evident in the verbal communication.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"29 1","pages":"75 - 95"},"PeriodicalIF":1.8000,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"5","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Mind Culture and Activity","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/10749039.2022.2060260","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 5
Abstract
ABSTRACT Gestures have been shown to reflect speakers’ embodied thinking about mathematical concepts and play a role in conveying understandings in teaching/learning interactions. However little research has been done to consider the similarities and differences in the functions that a particular gesture might have in mathematics classrooms in different parts of the world. In this paper, the occurrence of a metaphorical gesture to do with addition in a bilingual mathematics classroom in the UK and two Spanish-speaking classrooms in Chile is investigated. To do this, we elaborate on Systemic Functional Linguistics to consider how the gesture is integrated with other modes of communication to reflect the immediate context of situation as well as a wider mathematics education context of culture. An analysis of the interactions in three classrooms illustrates how the gesture seemed to convey extra meanings, sometimes complementary and sometimes contradictory, to what was expressed through other modes. Besides adding meaning to the mathematical ideas conveyed verbally, the gesture could potentially convey meanings to participants in the interactions about interpersonal relationships which were not as evident in the verbal communication.
期刊介绍：
Mind, Culture, and Activity (MCA) is an interdisciplinary, international journal devoted to the study of the human mind in its cultural and historical contexts. Articles appearing in MCA draw upon research and theory in a variety of disciplines, including anthropology, cognitive science, education, linguistics, psychology, and sociology. Particular emphasis is placed upon research that seeks to resolve methodological problems associated with the analysis of human action in everyday activities and theoretical approaches that place culture and activity at the center of attempts to understand human nature.
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