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Interpreting and Using Gestures of English Language Learners in Mathematics Teaching

Authors

  • Anthony Fernandes

DOI:

https://doi.org/10.63966/teem.v4i1.1725

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.

Additional Files

Published

2024-01-30

Versions

Issue

Vol. 4 No. 1 (2012): Teaching for Excellence and Equity in Mathematics (TEEM)

Section

Articles

License

Copyright © by the authors. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution license (https://creativecommons.org/licenses/by/4.0/).