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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| Language: | English |
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Wiesbaden [Germany] :
Springer Spektrum,
2016.
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Table of Contents:
- 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.