Exploring the relationship between gesture and student reasoning regarding linear and exponential growth

Sahar Alameh, Jason Morphew, Nitasha Mathayas, Robb Lindgren

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

Leading middle school students to effectively reason with magnitude, small and large-scale quantities, and linear and exponential growth is a challenge facing science teachers in the U.S. working to implement the NGSS and its associated focus on crosscutting concepts. This paper examines the relationship between middle school students' gestures and their reasoning about quantitative growth. For this study the authors developed interview protocols on several topics that involve numbers increasing linearly and exponentially. Students' verbal and gestural responses during the interviews were transcribed, coded, categorized and analyzed. Results showed that students display a breadth of context-dependent gestures, that their verbal reasoning is associated with the type of gesture they produce, and that gesture-speech mismatches are present in middle school students' reasoning about scale. Implications of this study include design guidelines for an interactive system that standardizes and structures scalerelated gestures.

Original languageEnglish (US)
Title of host publication12th International Conference of the Learning Sciences, ICLS 2016
Subtitle of host publicationTransforming Learning, Empowering Learners, Proceedings
EditorsChee-Kit Looi, Joseph L. Polman, Peter Reimann, Ulrike Cress
PublisherInternational Society of the Learning Sciences (ISLS)
Pages1006-1009
Number of pages4
Volume2
ISBN (Electronic)9780990355083
StatePublished - Jan 1 2016
Event12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 - Singapore, Singapore
Duration: Jun 20 2016Jun 24 2016

Other

Other12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016
CountrySingapore
CitySingapore
Period6/20/166/24/16

Keywords

  • Gesture-speech mismatch
  • Quantitative growth
  • Student gestures

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

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