David Haipinge

PROVISIONAL TITLE

An analysis of selected Grade 8 mathematics teachers’ use of gestures as visualization tools to support mathematical meaning-making.

Abstract

The purpose of this Namibian case study is to investigate how different types of gestures are used to support the construction of mathematical meaning-making in teaching and learning.  Gestures of three selected grade 8 mathematics teachers will be observed and analysed. This study intends to answer the following research question: How do selected Grade 8 mathematics teachers use gestures as visualization tools to support mathematical meaning-making? The study is framed by an enactivist perspective and the research is oriented in the interpretive paradigm. Data will be collected through video-recorded observations of three selected grade 8 mathematics teachers and through stimuli recall interviews. In order to generate rich data and support validity, five lessons per selected teacher will be video recorded.

 

Research questions

How do selected Grade 8 mathematics teachers’ use gestures as visualization tools to support mathematical meaning-making?

Last Modified: Thu, 13 Feb 2020 08:29:19 SAST