Exploring the role of gesture as a communication and thinking tool used by students as they work together to solve number line tasks.

Abstract

Gestures are learner-generated movements of the body that often accompany speech to convey ideas or emphasis. Although research has found that gestures are important for the teaching and learning of mathematics, these studies were often conducted in laboratory settings, rather than in authentic and naturalistic learning environments. A qualitative case study methodology was used for this study, focused on four purposefully chosen Year 1 children (aged 6-7) as they worked in a social context alongside a teacher-researcher. The aim of this study was to explore the role of gesture as a communication and thinking tool used by young students as they worked together to solve problems involving a new and abstract representation, the number line. Data were collected across three sessions using a video camera. ‘Gesture Episodes’ of significance were described, transcribed, coded and analysed. Findings indicate that some teaching strategies hindered or limited gesture, where other teaching strategies helped to promote and prompt the use of gesture, as well as influencing the type of gesture used. Almost half of all gesture occurrences were spontaneously produced by students as they solved problems or explained their thinking to others. Similarly, almost half of all gesture occurrences were triggered in response to the speech and gestures made by teachers and peers. The most used gestures were representational gestures which revealed information about a student’s mathematical understanding, providing insight into the development of their thinking. The use of gestures also led to students' sudden realisation of a solution to a problem. As students produced or observed gestures, they gained insight which were interpreted as an “AHA! Experience” or a “moment of illumination” (Liljedahl, 2005, p. 220). Findings show that paying attention to students’ gestures, in addition to oral and written responses, is critical for accurate assessment of student mathematical knowledge.