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Speech and gesture in pattern generalization tasks involving graphs: Evidence that perceptions influence conceptions |
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Abstract:
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A primary goal of this study is to articulate and document the influence of perceptual factors such as boundedness on middle school students’ graphical reasoning. From data gathered in videotaped interviews, we analyzed middle school students’ verbal responses and gestures. The constructs of “bounded” and “unbounded” views of graphs emerged and were found to be predictive of students’ performance on far prediction tasks. |
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student (32), gestur (19), graph (17), task (15), bound (14), respons (11), unbound (11), fp (11), problem (10), view (9), complex (7), verbal (7), success (7), belief (6), speech (6), may (6), use (5), school (5), indic (5), perform (5), studi (5), |
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Association:
Name: North American Chapter of the International Group for the Psychology of Mathematics Education
URL: http://www.pmena.org
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Citation:
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MLA Citation:
| Bieda, Kristen. and Nathan, Mitchell. "Speech and gesture in pattern generalization tasks involving graphs: Evidence that perceptions influence conceptions" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, TBA, Mérida, Yucatán, Mexico, Nov 09, 2006 <Not Available>. 2009-05-24 <http://www.allacademic.com/meta/p115398_index.html> |
APA Citation:
| Bieda, K. N. and Nathan, M. , 2006-11-09 "Speech and gesture in pattern generalization tasks involving graphs: Evidence that perceptions influence conceptions" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, TBA, Mérida, Yucatán, Mexico Online <APPLICATION/PDF>. 2009-05-24 from http://www.allacademic.com/meta/p115398_index.html |
Publication Type: Short Oral Report
Abstract: A primary goal of this study is to articulate and document the influence of perceptual factors such as boundedness on middle school students’ graphical reasoning. From data gathered in videotaped interviews, we analyzed middle school students’ verbal responses and gestures. The constructs of “bounded” and “unbounded” views of graphs emerged and were found to be predictive of students’ performance on far prediction tasks. |
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| SPEECH AND GESTURE IN PATTERN GENERALIZATION TASKS INVOLVING GRAPHS: EVIDENCE THAT PERCEPTIONS INFLUENCE CONCEPTIONS Kristen Bieda Mitchell Nathan University of Wisconsin – Madison University of Wisconsin - Madison bieda@wisc.edu mnathan@wisc.edu This paper presents a study aimed at describing middle school students’ views of graphical representations. From interviews of middle school students solving pattern generalization tasks using graphs both speech and gesture responses were analyzed to determine students’ beliefs about graphical representations. Results indicate that a bounded view of graphs |
| with a bounded view of the graph obtain a correct answer. References Alibali M.W. & Goldin-Meadow S. (1993). Gesture-speech mismatch and mechanisms of learning: What the hands reveal about a child's state of mind. Cognitive Psychology 25 468-523. Goldin-Meadow S. (2003) Hearing gesture: how our hands help us think. Cambridge MA: Harvard University Press. Stevens R. & Hall R. (1998). Disciplined perception: learning to see in technoscience. In M. Lampert and M. Blunk (Eds.) Talking mathematics in school: Studies |
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