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首页> 外文期刊>Journal for research in mathematics education >Seeing with two eyes: A teacher's use of gestures in questioning and revoicing to engage english language learners in the repair of mathematical errors
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Seeing with two eyes: A teacher's use of gestures in questioning and revoicing to engage english language learners in the repair of mathematical errors

机译：用两只眼睛看：老师在提问和讲解中使用手势来促使英语学习者修复数学错误

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摘要

This revelatory case study examines a 5th-grade teacher's orchestration of discourse and interaction to create opportunities for English language learners to participate in the repair of mathematical errors during a unit on finding the area of geometric shapes. The analysis of discourse takes on a binocular perspective of considering gesture and speech as a unity (McNeill, 1992). The teacher's pointing, representational, and writing gestures were studied in relation to her questioning and revoicing. This research was guided by a social learning theory that characterizes learning as active and interactive participation in communities of practice (Lave & Wenger, 1991; Wenger, 1998). The findings detail how the teacher used gestures in grounding her questioning, revoicing students' strategies, and narrating the meaning of geometric features.
机译：这项具有启发性的案例研究考察了五年级老师对话语和互动的编排，从而为英语学习者提供了在寻找几何形状区域的过程中参与数学错误修复的机会。话语分析采用双眼视角，将手势和言语视为一个整体（McNeill，1992）。针对老师的提问和口头表达，研究了老师的指示，代表和写作手势。这项研究以一种社会学习理论为指导，该理论将学习表征为在实践社区中的积极和互动参与（Lave＆Wenger，1991; Wenger，1998）。研究结果详细说明了老师如何使用手势来提出疑问，重新表达学生的策略以及叙述几何特征的含义。

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