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ERIC Number: EJ1292686
Record Type: Journal
Publication Date: 2020
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0311-2543
EISSN: N/A
Semiotic Resources in the Mathematics Classroom: The Use of Gesture in the Development of Spatial Reasoning
Chamberlain, Bree
Education Research and Perspectives, v47 p53-73 2020
This paper sets out to clarify the role gesture has in creating meaning when learning mathematics. General characteristics of gesture and the mathematical concept of spatial reasoning are discussed. Features of the theoretical basis of that concepts are then explored, primarily to outline how the modern embodied form of knowledge was developed and how it applies to mathematical learning. Features of one aspect of embodied knowledge, gesture, is then examined and deconstructed to highlight specific ways it can be understood in order to contribute to mathematical learning.
University of Western Australia. 35 Stirling Highway Crawley, Perth, 6009 Australia. Tel: +61-8-6488-2388; Fax: +61-8-6488-1052; e-mail: gse@uwa.edu.au; Web site: https://www.erpjournal.net/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A