Gestures, Diagrams and Verbal Language in Multilingual Classrooms

Chikiwa, Clemence

doi:10.4324/9781003172420-15

Cited by 1 publication

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A number of research studies in mathematics education have shown how a teacher's gestures can affect students' construction of mental representations of mathematical concepts (e.g. Alibali & Nathan, 2012;Chikiwa, 2021;Chikiwa & Schäfer, 2019;Yoon et al, 2011). Chikiwa (2021) is one of the recent studies that adopt embodied cognition as a theoretical framework to understand mathematics teachers' use of gestures to foster students' learning.…”

Section: Use Of Multimodal Resources In Mathematics Learningmentioning

confidence: 99%

“…Mathematics education researchers (e.g. Alibali & Nathan, 2012;Chikiwa & Schäfer, 2019;Chu & Kita, 2011) have argued that gestures are important resources to visualize mathematics, facilitate the construction of mental representations of mathematical concepts and complement the speaker's spoken language. Nevertheless, there is a lack of research that investigates specifically how and why multiple linguistic and multimodal resources are mobilized by mathematics teachers in EMI settings which do not encourage the use of students' first language (L1) (e.g.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Embodied enactment of a hypothetical scenario in an English medium instruction secondary mathematics classroom: A translanguaging approach

Tai

Wei

2023

Language Teaching Research

View full text Add to dashboard Cite

Adopting a language other than the first as the medium of instruction in teaching mathematics can create significant problems for students’ mathematical learning. However, there is little research on the ways in which bi/multilingual mathematics teachers can make use of diverse multilingual and multimodal resources to keep students engaged in learning abstract mathematical knowledge. This article aims to explore how an English-medium-instruction (EMI) mathematics teacher creates different hypothetical scenarios through embodied enactments to enhance students’ mathematical understanding and motivate students’ interest in learning mathematics. The data of this study is obtained from a focused classroom observation in a Hong Kong EMI secondary mathematics classroom. Multimodal conversation analysis is employed to analyse the classroom interaction data, and the analysis is triangulated with video-stimulated-recall interviews which are analysed with interpretative phenomenological analysis. This article aims to extend the notion of embodied enactment as a form of translanguaging to facilitate mathematical learning and develop students’ motivation in learning mathematics in the EMI setting. Particularly, this article argues that embodied enactment creates a translanguaging space for the EMI teacher to achieve mathematical teaching.

show abstract