Grounded blends and mathematical gesture spaces: Developing mathematical understandings via gestures

Yoon, Caroline; Thomas, Michael; Dreyfus, T

dc.contributor.author	Yoon, Caroline	en
dc.contributor.author	Thomas, Michael	en
dc.contributor.author	Dreyfus, T	en
dc.date.accessioned	2012-03-09T01:29:00Z	en
dc.date.accessioned	2020-01-29T21:25:38Z	en
dc.date.issued	2011	en
dc.identifier.citation	Educational Studies in Mathematics 78(3):371-393 2011	en
dc.identifier.issn	0013-1954	en
dc.identifier.uri	http://hdl.handle.net/2292/49698	en
dc.description.abstract	This paper examines how a person’s gesture space can become endowed with mathematical meaning associated with mathematical spaces and how the resulting mathematical gesture space can be used to communicate and interpret mathematical features of gestures. We use the theory of grounded blends to analyse a case study of two teachers who used gestures to construct a graphical anti-derivative while working on a professional development task in a calculus modelling activity. Results indicate that mathematical gesture spaces can encourage mathematical experimentation, lighten the cognitive load for students and can be limited by a person’s physical constraints.	en
dc.publisher	Springer Verlag	en
dc.relation.ispartofseries	Educational Studies in Mathematics	en
dc.relation.replaces	http://hdl.handle.net/2292/13599	en
dc.relation.replaces	2292/13599	en
dc.relation.replaces	2292/12883	en
dc.relation.replaces	http://hdl.handle.net/2292/12883	en
dc.relation.replaces	2292/12883	en
dc.relation.replaces	http://hdl.handle.net/2292/12883	en
dc.relation.replaces	2292/12883	en
dc.relation.replaces	http://hdl.handle.net/2292/12883	en
dc.relation.replaces	2292/12883	en
dc.relation.replaces	http://hdl.handle.net/2292/12883	en
dc.relation.replaces	2292/12883	en
dc.relation.replaces	http://hdl.handle.net/2292/12883	en
dc.relation.replaces	2292/12883	en
dc.relation.replaces	http://hdl.handle.net/2292/12883	en
dc.relation.replaces	2292/12883	en
dc.relation.replaces	http://hdl.handle.net/2292/12883	en
dc.relation.replaces	2292/12883	en
dc.relation.replaces	http://hdl.handle.net/2292/12883	en
dc.relation.replaces	2292/12883	en
dc.relation.replaces	http://hdl.handle.net/2292/12883	en
dc.rights	Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from: http://www.sherpa.ac.uk/romeo/issn/0013-1954/	en
dc.rights.uri	https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm	en
dc.title	Grounded blends and mathematical gesture spaces: Developing mathematical understandings via gestures	en
dc.type	Journal Article	en
dc.identifier.doi	10.1007/s10649-011-9329-y	en
pubs.issue	3	en
pubs.begin-page	371	en
pubs.volume	78	en
dc.rights.holder	Copyright: Springer Verlag	en
pubs.end-page	393	en
pubs.merge-from	2292/12883	en
pubs.merge-from	http://hdl.handle.net/2292/12883	en
dc.rights.accessrights	http://purl.org/eprint/accessRights/RestrictedAccess	en
pubs.subtype	Article	en
pubs.elements-id	245326	en
pubs.org-id	Science	en
pubs.org-id	Mathematics	en
dc.identifier.eissn	1573-0816	en
pubs.record-created-at-source-date	2012-03-09	en