¿Cómo los gestos de los maestros afectan a la atención visual de las estudiantes durante el discurso matemático?

Farsani, Danyal; Breda, Adriana; Sala, Gemma

doi:10.17583/redimat.2020.5185

Cited by 9 publications

(6 citation statements)

References 26 publications

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“…Apparently, in math classes, students learn more with the teacher's pointing gestures, especially in professional (P3) and public (P4) spaces. These results corroborate the results found in Farsani, Breda, and Sala (2020) and Farsani and Villa-Ochoa (2022).…”

Section: Discussionsupporting

confidence: 92%

“…Although the students were expected to engage more in the class, from a visual perspective, when they are closer to the teacher, the results were quite different. As Farsani et al (2020) observed, the students pay more visual attention to the professional space (P3), followed by the public space (P4), then the personal space (P2), and the private space (P1), respectively. It may not be surprising that students' visual engagement tends to decline because they may feel uncomfortable about their location in the classroom environment.…”

Section: Analyses and Resultsmentioning

confidence: 73%

“…Special attention was given to the non-verbal aspects of communication in the processes of meaning creation, including examining multimodal processes (Adami & Swanwick, 2019) of gestures and movements (Farsani, 2015a;Radford, Edwards, & Arzarello, 2009;Kress et al, 2001), posture (Brey & Shutts, 2015;Inagaki, Shimizu & Sakairi, 2018;Zahry & Besley, 2019), gaze (Araya, Farsani, & Hernández, 2016;Farsani & Villa-Ochoa, 2022;Holsanova, Rahm, & Holmqvist, 2006), nod (Smith-Hanen, 1977), and shoulder orientation (LaCrosse, 1975). However, few studies have focused on proxemics in classroom research (Collier, 1983), particularly in mathematics classes (Farsani, Breda, & Sala, 2020). Furthermore, few methodological tools have been developed to measure and evaluate students' visual engagement objectively.…”

Section: Introductionmentioning

confidence: 99%

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Non-Verbal Interaction and Students’ Visual Engagement in Mathematics and English classes

2022

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Background: The interactions in the classroom are of particular interest to the teaching and learning processes. Objectives: This study examines nonverbal interaction in mathematics classrooms, and how different modes of nonverbal behaviour, contributed to the engagement in lessons. Design: A quantitative study. Setting and Participants: 30 randomly selected students wore mini camera-mounted eyeglasses in their mathematics and English lessons. Approximately 45 hours of video recording were made from these cameras (from a first-person’s perspective) to analyse and compare the nonverbal interaction in mathematics and English lessons. Data collection and analysis: In Google Images, we objectively searched and statistically analysed frames in which the class teachers appeared within the students’ visual field. Results: The results show that how students are visually engaged with the teacher depends on a set of proxemics. Differences were found related to visual attention both regarding the subject matter and the different proxemics of the student in relation to the teacher, pointing out that students are more visually involved with the teachers’ instructions when at a proxemic of 1.20 to 3.70 meters. Furthermore, we report differences between boys and girls and how they are visually engaged in their mathematics classrooms. Conclusions: Finally, we report how teachers pointing gestures can serve as a tool to recapture student’s visual attention in mathematics classrooms.

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Section: Discussionsupporting

confidence: 92%

Section: Analyses and Resultsmentioning

confidence: 73%

Section: Introductionmentioning

confidence: 99%

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Non-Verbal Interaction and Students’ Visual Engagement in Mathematics and English classes

2022

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“…The contemporary mathematics curriculum integrates different modalities for meaning-making such as the use of technology, diagrammatic representations, and symbolic notations. These modalities are perceived to be rich resources in mathematical contexts particularly when the medium of instruction may not be the learners' native tongue (Farsani et al, 2020;Rosa et al, 2020). By integrating these visual modalities in the curriculum would empower students who are not communicative competent in the language to be more engaged with the mathematical content (Krause & Farsani, In Press).…”

Section: More Details Of Contemporary Mathematics Curriculum Changesmentioning

confidence: 99%

Cultural Historical Analysis of Iranian School Mathematics Curriculum: The Role of Computational Thinking

Rafiepour¹,

Farsani²

2021

J. Math. Educ.

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In this paper, six mathematics curriculum changes in Iran will be reviewed, spanning from 1900 until the present time. At first, change forces, barriers, and the main features of each curriculum reform will be represented. The first five curriculum changes are described briefly and the sixth and most recent curriculum reform will be elaborated. In this paper, we call the last reform as contemporary school mathematics curriculum change. This recent (contemporary) curriculum reform will be explained in more detail, followed by a discussion of the effect of globalization and research finding in the field of mathematics and mathematics education (in the Iranian mathematics curriculum). In total, three key ideas are distinguished as an effect of globalization which is “New Math”, “International Comparative Studies”, and “Computational Thinking”. Finally, the paper comments on the necessity of paying more attention to information and communication technology as part of globalization; in particular, recall policy-makers to consider “Computational Thinking” as an important component of future curriculum design.

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“…Neste artigo, pretendemos discutir esses padrões interacionais de sala de aula, que foram identificados a partir das perspectivas dos alunos por meio de vídeos gerados pelas câmeras montadas em seus óculos. A atenção visual dos alunos é um dos aspectos mais importantes da interação não verbal em sala de aula e desempenha um papel extremamente significativo no engajamento interacional e na aprendizagem (Farsani, Breda, & Sala, 2020;Farsani, Radmehr, Alizadeh, & Zakariya, 2021). Tomaremos a noção de proxêmica para medir o comportamento interacional em sala de aula entre os alunos e a professora.…”

Section: Introductionunclassified

Proxêmica E Comunicação Não Verbal Na Interação Em Sala De Aula

Farsani

Mendes

2021

Psicol. Esc. Educ.

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RESUMO Este artigo relata um estudo realizado sobre a interação professor-aluno em uma escola pública dos anos iniciais, na cidade de Santiago, Chile. O estudo realizou uma análise quantitativa dos quadros das imagens capturadas por uma minicâmera montada em óculos de um grupo de 18 estudantes. Os quadros selecionados foram os que a professora aparece no campo visual dos alunos. A análise foi desenvolvida a partir do conceito de proxêmica e os resultados mostram que há momentos em que a professora da sala de aula interage com os alunos em um nível mais próximo e, em outros, há um distanciamento maior. Além disso, foi possível identificar diferenças entre meninos e meninas quanto aos padrões proxêmicos de envolvimento visual na interação. Os resultados deste estudo sinalizam novos sentidos para a análise da interação professor-aluno com foco em aspectos não verbais na construção das relações de ensino e aprendizagem.

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¿Cómo los gestos de los maestros afectan a la atención visual de las estudiantes durante el discurso matemático?

Cited by 9 publications

References 26 publications

Non-Verbal Interaction and Students’ Visual Engagement in Mathematics and English classes

Non-Verbal Interaction and Students’ Visual Engagement in Mathematics and English classes

Cultural Historical Analysis of Iranian School Mathematics Curriculum: The Role of Computational Thinking

Proxêmica E Comunicação Não Verbal Na Interação Em Sala De Aula

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