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ERIC Number: EJ1084013
Record Type: Journal
Publication Date: 2015
Pages: 27
Abstractor: As Provided
Reference Count: 73
ISBN: N/A
ISSN: ISSN-0737-0008
Linking Gestures: Cross-Cultural Variation during Instructional Analogies
Richland, Lindsey Engle
Cognition and Instruction, v33 n4 p295-321 2015
Deictic linking gestures, hand and arm motions that physically embody links being communicated between two or more objects in the shared communicative environment, are explored in a cross-cultural sample of mathematics instruction. Linking gestures are specifically examined here when they occur in the context of communicative analogies designed to link two distinct yet mutually informative representations. Video coding of eighth-grade mathematics lessons in the United States, Japan, and Hong Kong revealed that teachers in the higher achieving regions (Hong Kong and Japan) used reliably more linking gestures concurrent with verbal linkages than did U.S. teachers. Further, they were significantly more likely to tailor their gesture use to the recency of students' experiences with source than U.S. teachers. The overall data align with growing evidence that U.S. teachers may not systematically capitalize on pedagogical opportunities to draw linkages between representations and that gestures may play a key role in doing so.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8; Junior High Schools; Middle Schools; Elementary Education; Secondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: Hong Kong; Japan
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study
Grant or Contract Numbers: DRL1313531|SMA1548292