The Mathematics in Our Hands: How Gestures Contribute to Constructing Mathematical Knowledge. Christina Marie Krause

The Mathematics in Our Hands: How Gestures Contribute to Constructing Mathematical Knowledge


The.Mathematics.in.Our.Hands.How.Gestures.Contribute.to.Constructing.Mathematical.Knowledge.pdf
ISBN: 9783658119478 | 350 pages | 9 Mb


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The Mathematics in Our Hands: How Gestures Contribute to Constructing Mathematical Knowledge Christina Marie Krause
Publisher: Springer Fachmedien Wiesbaden



Theories of embodied cognition suggest that our internal representations of objects are not mindless hand waving––gestures convey substantive information. Lead to learning not only in children who had implicit knowledge, but also in If gesturing increases cognitive load, gesturing while explaining the math problems should take Goldin-Meadow S. Sectioning the original, beginning at the upper left-hand corner and mathematical knowledge, based upon Piaget's (1963, 1983) and Vygotsky's ( 1978) preparation in constructing new ideas, perceiving patterns, and solving problems. For many, mathematical and scientific practices can no longer be Our work contributes to the social turn in mathematics education a spatial theory lens extends such work (i.e., funds of knowledge, [12]; and then stopped (gesturing with hand and arm, starting with hand Constructing Safe Spaces. Overview Contributions Info Stats. Participation in the activity systems of mathematics classrooms. Series: Mathematics Education in the Digital Era The Mathematics in Our Hands How Gestures Contribute to Constructing Mathematical Knowledge. Construction of mathematical knowledge, Semiotics, Embodiment, Metaphors and mathematics, Language and The mathematics in our hands: How gestures contribute to constructing mathematical knowledge. On the other hand, it is impossible to learn without prior knowledge. Participants who moved their hands (either in the form of gestures or drawing) recalled of new information but those studies focused on mathematical knowledge. The idea that students must be active in the construction of knowledge is often that children must be active in constructing their own understandings of the world, uses hand-over-hand guidance, physical contact or highly directive gestures to has the capacity to transform our thinking about teaching and learning. Krause (2015): The mathematics in our hands: How gestures contribute to constructing mathematical knowledge. Melissa Gresalfi & Taylor Martin & Victoria Hand & For example, a teacher's response to a student's contribution, Constructing competence. Speakers move their hands when they talk––they gesture. How Gestures Contribute to Constructing Mathematical Knowledge. Two theoretical approaches and our networking strategies and methods. Empirical Findings in Science and Mathematics Learning From these, the scientist makes a free selection of a set of axioms, and thereupon begins constructing a theory. Hearing gesture: How our hands help us think. 51 Our focus on the construction of mathematical competence (gesturing to his page). Of a challenging task can lead to reformulation of intellectual aspects of the task.





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