Mathematics in our hands : how gestures contribute to constructing mathematical knowledge / Christina M. Krause ; with a foreword by Angelika Bikner-Ahsbahs and Ferdinando Arzarello.
In her empirical study, Christina Krause investigates how gestures can contribute to epistemic processes in social interactions. She expands the traditional speech-based approach to analyzing social processes of constructing mathematical knowledge by employing a multimodal perspective. Adopting a se...
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Wiesbaden [Germany] :
Springer Spektrum,
2016.
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MARC
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| 245 | 1 | 0 | |a Mathematics in our hands : |b how gestures contribute to constructing mathematical knowledge / |c Christina M. Krause ; with a foreword by Angelika Bikner-Ahsbahs and Ferdinando Arzarello. |
| 264 | 1 | |a Wiesbaden [Germany] : |b Springer Spektrum, |c 2016. | |
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| 505 | 0 | |a 1 Introduction; 1.1 Why Look at Signs in the Learning of Mathematics: Becoming Aware of a Chicken-Egg Problem and the Importance to Address It; 1.2 The Project; 1.3 On the Structure of this Book; Part I State of the Art and Theoretical Background; 2 State of the Art; 2.1 A Psychologist's Approach to Gestures in the Learning of Mathematics; 2.2 Research in Mathematics Education on the Role of Gestures in Learning Processes; 2.3 The Epistemic Role of Gestures Against The Background of Different Theoretical Frameworks2.4 The Epistemic Role of Gestures in This Project; 3 Shaping the Semiotic Approach; 3.1 Signs: The Peircean Semiotics; 3.1.1 Definition of Signs and the Process of Semiosis ; 3.1.2 The Trichotomy of the Object: Iconic, Indexical, and Symbolic ; 3.1.3 The Representational and the Epistemic Function of Signs ; 3.2 Gestures: A Framework for this Study; 3.2.1 Understanding of Gestures in this Study ; 3.2.2 Gesture and Speech: An Integrative System ; 3.2.3 Gesture Classification; 4 Perspectives on Learning4.1 Learning as a Social Process: An Epistemic Action Model; 4.2 Embodied Thinking and Learning: How our Body Shapes our Mind; 4.2.1 The Role of Metaphors in the Conceptualization of Mathematics ; 4.2.2 Multimodality and Perceptuo-Motor Experiences in Learning Mathematics ; 4.3 Learning as a Multimodal Process; 4.3.1 The Basic Idea of the Semiotic Bundle ; 4.3.2 The Analysis Of and Within the Semiotic Bundle ; 4.3.3 Implications for the Mathematics Classroom ; 4.4 Summarizing the Theoretical Frame for This Study; Part II The Study; 5 Methodological Assumptions; 5.1 The Goal of This Study: Focus, Aims, and Questions against the Theoretical Background5.2 The Interpretative Approach; 5.2.1 Handling the Data Within the Interpretative Approach ; 5.2.2 Transcript versus Video Data: Dealing with Gestures ; 5.2.3 Analyzing Interaction by Tracing the Development of Signs ; 5.3 Theoretical Sampling as a Focusing Strategy; 5.4 Forming the Building Blocks for a Theory on Gestures' Contribution to Social Epistemic Processes; 5.4.1 Identifying the Gestures to be Analyzed ; 5.4.2 Elaborating Functions of Gestures as Empirically Based Categories; 5.4.3 The Scope of the Theoretical Building Blocks 5.5 Quality Criteria and Methodological Concerns from Gesture Studies; 5.5.1 Quality Criteria Considered in Qualitative Research ; 5.5.2 Criteria Considered in Gesture Studies ; 6 Methods; 6.1 Setting; 6.1.1 General Aspects of the Study and on Gathering the Data ; 6.1.2 The Students ; 6.1.3 The Tasks ; 6.2 Methods of the Analysis; 6.2.1 Data Preparation ; 6.2.2 Choice of Data ; 6.2.3 Analysis of the Data ; 6.3 Presentation of the Results; Part III Results; 7 Representing Within the Multimodal Sign; 7.1 Within-Functions of Gestures: A Tool to Integrate How Gestures May Shape Mathematical Meaning. | |
| 520 | |a In her empirical study, Christina Krause investigates how gestures can contribute to epistemic processes in social interactions. She expands the traditional speech-based approach to analyzing social processes of constructing mathematical knowledge by employing a multimodal perspective. Adopting a semiotic approach, she takes into account two functions of gestures as signs used by the participants of the social interaction: the representational function concerns the ways in which gestures take part in referring to a mathematical object in processes of knowledge construction and the epistemic function relates to the ways in which they can contribute to the performance of collective epistemic actions. The results of this study reveal that gestures influence the epistemic process significantly more than previously thought and indicate factors underlying this influence. Contents On the Role of Gestures in Learning Mathematics A Semiotic Approach and Perspectives on Learning Extended Methods and Methodology Results on the Representational and the Epistemic Functions of Gestures Towards the Role of Gestures: A Comparison Reflections, Synopsis, Perspectives Target Groups Scientists and teachers in mathematics education and gestures studies The Author Christina Marie Krause earned her PhD at the University of Bremen. She currently holds a postdoctoral position at the Mathematics Education working group of the University of Duisburg-Essen and works as a researcher and lecturer. | ||
| 588 | 0 | |a Online resource; title from PDF title page (ebrary, viewed January 25, 2016) | |
| 650 | 0 | |a Mathematics. | |
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| 700 | 1 | |a Bikner-Ahsbahs, Angelika, |e author of introduction, etc. | |
| 700 | 1 | |a Arzarello, Ferdinando, |e author of introduction, etc. | |
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