Handmade diagrams - learners doing math by using gestures
Résumé
It is a well-investigated fact that human interaction implies a huge range of expressive modes. Unsurprisingly young learners although do so when doing mathematics together. In the last decade, more and more research has been concerned with this so-called multimodality in mathematical situations. Diverse modes and their interrelations were under investigation, like gestures, speech, or written expressions, sometimes actions. A systematic description of potentially mathematically used gestures by young learners as a part of this mix of modes is still missing. The paper is theoretically framed by an interactionist-semiotic approach wherein mathematics is seen as a social activity of using diagrams. The subject-specific role of gestures is to be clarified: Do gestures play a constitutive role in and for mathematical interactions, literally as a handicraft to work diagrammatically? The exemplary analysis reveals different functions of gestures in the diagrammatic work of the learners.
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