Thouless, HR;
(2017)
The role of gestures in supporting mathematical communication for students with language delays.
In:
Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education.
Dublin City University: Dublin, Ireland.
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Abstract
Despite the fact that discourse is an important facet of mathematical learning, most research on students with language delays learning mathematics has focused on their procedural fluency, with limited focus on their communication of mathematical reasoning. This study focused on two first grade students with language delays as they engaged in choral counting, an instructional activity designed to encourage mathematical discourse. Qualitative analysis of the techniques they used to express their mathematical ideas found that the students’ use of gestures in relation to an artefact supported their mathematical communication.
| Type: | Proceedings paper |
|---|---|
| Title: | The role of gestures in supporting mathematical communication for students with language delays. |
| Event: | Congress of European Research in Mathematics Education |
| Location: | Dubline, Ireland |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://keynote.conference-services.net/resources/... |
| Language: | English |
| Additional information: | This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Mathematics instruction, language impairments, nonverbal communication, discourse analysis, pattern identification |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10053630 |
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