Interpreting and Using Gestures of English Language Learners in Mathematics Teaching

Abstract

This article describes, through two vignettes, the use of gestures in the context of mathematical task-based interviews with 6th-grade students who are English language learners (ELLs). The first vignette illustrates the students’ gestures associated with the concept of area and perimeter and the second vignette displays the effective use of gestures in supporting the students’ thinking. Implications for teaching are also discussed.