Event Title

Gesture Makes Abstract Science and Math Concepts Concrete for Learning

Location

Hart 117

Start Time

11-5-2017 1:45 PM

End Time

11-5-2017 2:15 PM

Description

In science and math domains that are abstract, complex, and not directly observable or manipulated in space and time (seasons, plate tectonics), gestures produced by both teachers and students play an important role in constructing meaning for students. Observation and production of gesture facilitate construction of meaning by making it possible for students to concretize and make visible, phenomena that they cannot see. Gestures convey ideas through imagery that are difficult to capture in speech alone. This may help students early in their acquisition of a new concept, to engage in the particular discourse that will eventually lead to conceptual formation and change in math and science domains. Based on my research, I will address gesture’s role in mathematical and scientific learning in several ways: 1) Through imagery, gesture makes abstract concepts concrete and perceptible, 2) Through peer and teacher-student interactions, gesture is used in the co-construction of shared representations.

Comments

Moderator: Saritha Nellutla

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May 11th, 1:45 PM May 11th, 2:15 PM

Gesture Makes Abstract Science and Math Concepts Concrete for Learning

Hart 117

In science and math domains that are abstract, complex, and not directly observable or manipulated in space and time (seasons, plate tectonics), gestures produced by both teachers and students play an important role in constructing meaning for students. Observation and production of gesture facilitate construction of meaning by making it possible for students to concretize and make visible, phenomena that they cannot see. Gestures convey ideas through imagery that are difficult to capture in speech alone. This may help students early in their acquisition of a new concept, to engage in the particular discourse that will eventually lead to conceptual formation and change in math and science domains. Based on my research, I will address gesture’s role in mathematical and scientific learning in several ways: 1) Through imagery, gesture makes abstract concepts concrete and perceptible, 2) Through peer and teacher-student interactions, gesture is used in the co-construction of shared representations.