Teacher Gestures

Paper Summary:

This paper examines how gesture is a fundamental aspect of communication, and it is an element in multiple representations of learning. It aims to study and provide information on the role of gesture mechanism in the learning process of students. From written articles and previous studies, it gathers and analyzes data on how gestures affect change and development in the problem solving capabilities of children. It also addresses issues on the fundamental role of using gestures in teaching, i,e,. how children's problem solving methods and approaches are influenced by teachers' gestures.

Outline
Introduction
Gestures at Work
Gestures in the Learning Process of Students
Benefits of Communicating with Gestures as Supplementary Method
Conclusion

From the Paper:

"Multiple representations in this subject include the use of picture imageries, models, and gestures. In their article How Many Do You See? The Use of Non-Spoken Representations in First-Grade Mathematics Lessons, Flevares and Perry indicate that teachers largely use multiple representations as a method in teaching. In mathematics, for instance, speech alone cannot completely cover the teaching process because mathematics involves diverse symbolic forms. For a student to establish adequate and broad mathematical understanding, teachers often use multiple representations and verbal modalities simultaneously. Included in this are visual representations of iconic symbols as well as the use of teacher gestures while discussing lessons (i.e. pointing to mathematical symbols)."

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