Gestures as semiotic resources in the mathematics classroom
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- Arzarello, F., Paola, D., Robutti, O. et al. Educ Stud Math (2009) 70: 97. doi:10.1007/s10649-008-9163-z
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.