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ERIC Number: EJ1151573
Record Type: Journal
Publication Date: 2017
Pages: 6
Abstractor: As Provided
ISSN: ISSN-0228-0671
On Semiotics and Jumping Frogs: The Role of Gesture in the Teaching of Subtraction
Farrugia, Marie Therese
For the Learning of Mathematics, v37 n2 p2-7 2017
In this article, I describe a research/teaching experience I undertook with a class of 5-year-old children in Malta. The topic was subtraction on the number line. I interpret the teaching/learning process through a semiotic perspective. In particular, I highlight the role played by the gesture of forming "frog jumps" on the number line. I discuss how this gesture appeared to enable the children to shift from the immediate, concrete context to the domain of mathematics. I suggest that the use of the gesture may have been particularly helpful to the children in this class, many of whom were second-language learners.
FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Malta
Grant or Contract Numbers: N/A