Educational Studies in Mathematics

, Volume 70, Issue 2, pp 97–109

Gestures as semiotic resources in the mathematics classroom

  • Ferdinando Arzarello
  • Domingo Paola
  • Ornella Robutti
  • Cristina Sabena
Article

DOI: 10.1007/s10649-008-9163-z

Cite this article as:
Arzarello, F., Paola, D., Robutti, O. et al. Educ Stud Math (2009) 70: 97. doi:10.1007/s10649-008-9163-z

Abstract

In this paper, we consider gestures as part of the resources activated in the mathematics classroom: speech, inscriptions, artifacts, etc. As such, gestures are seen as one of the semiotic tools used by students and teacher in mathematics teaching–learning. To analyze them, we introduce a suitable model, the semiotic bundle. It allows focusing on the relationships of gestures with the other semiotic resources within a multimodal approach. It also enables framing the mediating action of the teacher in the classroom: in this respect, we introduce the notion of semiotic game where gestures are one of the major ingredients.

Keywords

GestureMultimodalitySemioticsSemiotic bundleSemiotic game

Supplementary material

10649_2008_9163_MOESM1_ESM.mpg (1.6 mb)
Example 1 (MPG 1.60 MB)
10649_2008_9163_MOESM2_ESM.mpg (15.2 mb)
Example 2a (MPG 15.2 MB)
10649_2008_9163_MOESM3_ESM.mpg (1.9 mb)
Example 2b (MPG 1.91 MB)

Copyright information

© Springer Science+Business Media B.V. 2008

Authors and Affiliations

  • Ferdinando Arzarello
    • 1
  • Domingo Paola
    • 2
  • Ornella Robutti
    • 1
  • Cristina Sabena
    • 1
  1. 1.Dipartimento di MatematicaUniversità di TorinoTurinItalia
  2. 2.Liceo “Issel”, Finale LigureSavonaItalia