Teachers’ gestures and speech in mathematics lessons: forging common ground by resolving trouble spots

Alibali, Martha W.; Nathan, Mitchell J.; Church, R. Breckinridge; Wolfgram, Matthew; Kim, Su Yeon; Knuth, Eric

doi:10.1007/s11858-012-0476-0

Cited by 67 publications

(24 citation statements)

References 42 publications

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“…Their analysis revealed that the instructor used speech, writing, and gesture to create complex semiotic bundles used to convey mathematical ideas to the students. Their results support the findings of research on the use of teachers' gestures in K-12 classrooms that suggest the interaction between text, speech, and gesture, can enhance students' understanding of mathematical concepts in the classroom (e.g., Alibali et al, 2013; Goldin-Meadow & Alibali, 2013).…”

Section: Empirical Research On University Mathematics Lecturingsupporting

confidence: 76%

“…While numerous studies have focused on the role of gestures in the teaching and learning of mathematics in elementary school contexts (e.g., Alibali et al, 2013;Alibali & Nathan, 2012;Goldin-Meadow, 1999;Goldin-Meadow & Alibali, 2013;Goldin-Meadow et al, 2001;Roth 2001), there are only a few studies that offer such detailed investigations of university mathematics teaching (e.g., Fogarty-Bourget, 2013; Fogarty-Bourget, Artemeva, & Fox, 2019;Fox & Artemeva, 2012). Weinberg, Fukawa-Connelly, and Wiesner (2015) conducted a case study to investigate the use of gestures in university mathematics teaching, specifically as they are used to represent mathematical ideas (cf.…”

Section: Empirical Research On University Mathematics Lecturingmentioning

confidence: 99%

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Facilitating Student Engagement in Undergraduate Mathematics Lectures: A Multimodal Investigation

Fogarty-Bourget¹

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University students' success in core mathematics courses has been linked to their overall academic achievement in many undergraduate programs. This finding has prompted an ongoing inquiry into the way mathematics is taught, focusing, specifically, on the university mathematics lecture-the most common instructional activity-and on the extent to which it is conducive to student engagement, regarded as key to successful learning. This dissertation reports on a multimodal study of student engagement in undergraduate mathematics lectures with the purpose to develop a context-specific understanding of student engagement, and identify and describe aspects of university mathematics teaching that impact student engagement. A theoretical and analytical framework combining concepts from discourse studies, Vygotskian sociocultural theory, situated learning, multimodality, speech theory, and gesture studies is used to investigate university mathematics teaching as a complex discursive practice. The study responds to First and foremost, I would like to thank my supervisor, Professor Natasha Artemeva, whose guidance and support have seen me through so many years of study and growth. Natasha, you have taught me so much. Thank you, for everything. To my wonderful parents, Virginia Bourget and Patrick Fogarty, thank you for always being there, for all your love and encouragement. To my partner in adventure and happiness, Hasi Eldib, your love, warmth, kindness, support, and caring are a gift. Thank you for always making summer feel close at hand. I love you. Thank you as well to all those who helped me along the way: To Professor Janna Fox and the members of my doctoral committee, Professor Sigrid Norris, Dr. Silva Ladewig, and Professor Iosif Polterovich, as well to my examiners Professor Christine Räisänen and Dr. Janet Mantler, thank you all for your time and invaluable feedback. And to my research participants, without whom this dissertation would not exist, thank you for your time and sharing. Joan Grant, Connie Wall, Tracey Wright, and Mike Barker, thank you for all that you do, every day, for the students and members of our department. Thank you for all your help. Special thanks to Claire and all the other wonderful, brilliant women with whom I have had the pleasure of sharing so many hours of hard work and writing: Christen, Codie, Janna, Lauren, Lisa, Nina, and many more. Thank you for laughing, listening, cheersing, collaborating, brainstorming, blue skying, and of course, for the countless units. I am so fortunate.

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Section: Empirical Research On University Mathematics Lecturingsupporting

confidence: 76%

Section: Empirical Research On University Mathematics Lecturingmentioning

confidence: 99%

Facilitating Student Engagement in Undergraduate Mathematics Lectures: A Multimodal Investigation

Fogarty-Bourget¹

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“…Therefore, instructors' gestures might have helped them retrieve stored knowledge and organize their oral explanations while recording video lectures, thus facilitating their teaching performance (Cook et al, ). Previous studies indeed verified that instructors who used gestures while teaching handled the teaching transition between different parts better than those who did not use gestures and made the teaching process easier and more fluent (Alibali et al, ; Alibali & Nathan, ).…”

Section: Discussionmentioning

confidence: 79%

Instructors' gestures enhance their teaching experience and performance while recording video lectures

Yang

Zhu

Guo

et al. 2019

Computer Assisted Learning

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An instructor's gestures have an effect not only on students' learning but also on teaching itself. In two experiments, this study tested whether instructors' use of gestures while recording video lectures affected their teaching performance, stress, and cognitive load. In Experiment 1, participants recorded video lectures with gestures or without gestures. As hypothesized, t tests showed that participants in the gestures condition had better teaching performance and lower cognitive load than participants in the no‐gestures condition, whereas there was no effect on stress level. In Experiment 2, participants recorded video lectures with either pointing gestures or representational gestures. The t tests indicated that participants in the pointing gestures condition showed better teaching performance and experienced lower stress than those in the representational gestures condition, but there was no difference in cognitive load. Overall, our findings suggest that in the new educational environment of video lectures, instructors should consider using gestures, especially pointing gestures, to improve their teaching and their experience of teaching.

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“…Finally, gestures can also be used to depict more abstract concepts (e.g. mathematical notions etc., [4]).…”

Section: The Use Of Multimodal Cues In Human Face-to-face Communicationmentioning

confidence: 99%

Beyond robotic speech: mutual benefits to cognitive psychology and artificial intelligence from the study of multimodal communication

Grzyb¹,

Vigliocco²

2020

Preprint

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Language has predominately been studied as a unimodal phenomenon - as speech or text without much consideration of its physical and social context – this is true both in cognitive psychology/psycholinguistics as well as in artificial intelligence. However, in everyday life, language is most often used in face-to-face communication and in addition to structured speech it comprises a dynamic system of multiplex components such as gestures, eye gaze, mouth movements and prosodic modulation. Recently, cognitive scientists have started to realise the potential importance of multimodality for the understanding of human communication and its neural underpinnings; while AI scientists have begun to address how to integrate multimodality in order to improve communication between human and artificial embodied agent. We review here the existing literature on multimodal language learning and processing in humans and the literature on perception of artificial agents, their comprehension and production of multimodal cues and we discuss their main limitations. We conclude by arguing that by joining forces AI scientists can improve the effectiveness of human-machine interaction and increase the human-likeness and acceptance of embodied agents in society. In turn, computational models that generate language in artificial embodied agents constitute a unique research tool to investigate the underlying mechanisms that govern language processing and learning in humans.

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Teachers’ gestures and speech in mathematics lessons: forging common ground by resolving trouble spots

Cited by 67 publications

References 42 publications

Facilitating Student Engagement in Undergraduate Mathematics Lectures: A Multimodal Investigation

Facilitating Student Engagement in Undergraduate Mathematics Lectures: A Multimodal Investigation

Instructors' gestures enhance their teaching experience and performance while recording video lectures

Beyond robotic speech: mutual benefits to cognitive psychology and artificial intelligence from the study of multimodal communication

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