ERIC Number: ED496304
Record Type: Non-Journal
Publication Date: 2006-Mar
Reference Count: 15
What Gesture and Speech Reveal about Students' Interpretations of Cartesian Graphs: Perceptions Can Bound Thinking. WCER Working Paper No. 2006-2
Nathan, Mitchell J.; Bieda, Kristen N.
Wisconsin Center for Education Research (NJ1)
This study investigates middle school mathematics students' views and interpretations of graphical representations as they use graphs to answer algebraic questions--specifically, questions that require them to extrapolate information from graphs. From data gathered in videotaped interviews, students' verbal responses were analyzed as well as any gestures they used during the solution or answer phases. From the analysis of both response modalities, the constructs of bounded and unbounded views of graphs developed. The effects of these constructs and students' metaphors for the graphs were tested against the students' performance on far prediction tasks. Gestures provided a particularly useful window into students' views and predicted student performance on complex tasks more effectively than speech. (Contains 4 tables and 1 figure.)
Descriptors: Graphs, Student Attitudes, Middle Schools, Mathematics Instruction, Algebra, Interviews, Nonverbal Communication, Verbal Communication, Predictor Variables, Figurative Language, Influences, Cognitive Processes, Spatial Ability, Prediction, Mathematical Concepts, Correlation, Mathematics Education
Wisconsin Center for Education Research. School of Education, University of Wisconsin-Madison, 1025 West Johnson Street Suite 785, Madison, WI 53706. Tel: 608-263-4200; Fax: 608-263-6448; e-mail: firstname.lastname@example.org; Web site: http://www.wcer.wisc.edu/publications/workingpapers.index.php
Publication Type: Reports - Research
Education Level: Elementary Secondary Education; Middle Schools
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: Wisconsin Center for Education Research, Madison.