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In:Why Gesture?: How the hands function in speaking, thinking and communicating
Edited by Ruth Breckinridge Church, Martha W. Alibali and Spencer D. Kelly
[Gesture Studies 7] 2017
► pp. 317–329

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Chapter 14
The function of gesture in mathematical and scientific discourse in the classroom

 | Bridgewater State University
Published online: 26 April 2017
DOI logo with link
https://doi.org/10.1075/gs.7.15sin
Abstract
In science and math domains that are highly abstract and complex gestures produced by both teachers and students play an important role in constructing meaning for students. Gesture facilitates the communication of newly forming, abstract ideas and in turn, enables students and teachers to engage in a discourse that will eventually lead the student to a higher level of mathematical and scientific knowledge. I will address two main functions of gesture in mathematical and scientific discourse: (1) Through imagery, gesture makes abstract concepts and phenomena concrete and perceptible, (2) Through teacher-student and peer-peer interactions in the classroom, gesture is used in the co-construction of shared representations. Future directions and implications will also be discussed.
Article outline
  • Gestures make abstract concepts and phenomena concrete
    • Student’s gestures
    • Teacher’s gestures
  • Gestures help co-construct shared representations
    • Teacher-student interactions
    • Peer interactions
  • Practical implications and future work
  • References
References (45)
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