Title

Characterizing instructor gestures in a lecture in a proof-based mathematics class

Document Type

Article

Publication Date

11-1-2015

Abstract

Researchers have increasingly focused on how gestures in mathematics aid in thinking and communication. This paper builds on Arzarello’s (2006) idea of a semiotic bundle and several frameworks for describing individual gestures and applies these ideas to a case study of an instructor’s gestures in an undergraduate abstract algebra class. We describe the role that the semiotic bundle plays in shaping the potential meanings of gestures; the ways gestural sets create complex relationships between gestures; and the role played by polysemy and abstraction. These results highlight the complex ways in which mathematical meanings—both specific and general—are expressed in gesture, and to highlight the integrated nature of elements of the semiotic bundle.

Publication Name

Educational Studies in Mathematics

Volume Number

90

First Page

233

Last Page

258

Issue Number

3

DOI

10.1007/s10649-015-9623-1

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