NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1077364
Record Type: Journal
Publication Date: 2015-Nov
Pages: 26
Abstractor: As Provided
ISSN: ISSN-0013-1954
Characterizing Instructor Gestures in a Lecture in a Proof-Based Mathematics Class
Weinberg, Aaron; Fukawa-Connelly, Tim; Wiesner, Emilie
Educational Studies in Mathematics, v90 n3 p233-258 Nov 2015
Researchers have increasingly focused on how gestures in mathematics aid in thinking and communication. This paper builds on Arzarello's (2006) idea of a "semiotic bundle" and several frameworks for describing individual gestures and applies these ideas to a case study of an instructor's gestures in an undergraduate abstract algebra class. We describe the role that the semiotic bundle plays in shaping the potential meanings of gestures; the ways gestural sets create complex relationships between gestures; and the role played by polysemy and abstraction. These results highlight the complex ways in which mathematical meanings--both specific and general--are expressed in gesture, and to highlight the integrated nature of elements of the semiotic bundle.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A