PME 34 Working Group on Gesture, Embodiment and Mathematics (Brazil, 2010)

Questions from Session 1 Participants

  1. How can we pay attention to language as an expression of understanding?
  2. Can students really speak through their bodies?

  3. Relationship between findings of research and the problem of critical mathematics education- how can this body of research be related to knowledge about how to develop students' consciousness of what mathematics means?

  4. What are the functions of gestures in the achievement of shared understandings in classroom mathematics?

  5. How do the microactions in the class of the students, teachers and resources form a collective learning experience?

  6. How are embodiment, gesture etc provide means for a person to enter into a community, if he doesn't have the right scientific means?

  7. Connection between teachers and children- mutual effects of gestures?

  8. Are gestures indicative of children's understanding of a concept?

  9. Are there differences in gestures for children from different cultures/counties?

  10. What contribution do gestures and performative representation make to discursive practices in different cultures?

  11. Semiotic resources for constructing knowledge

  12. Role of gestures in the construction of knowledge – individual or social.

  13. How can we include gestures in doing research?

  14. Relation between teaching function and gestures?

  15. Relation between embodiment, intuition and metaphor

  16. How do we analyze the orchestration between speech and body positioning

  17. How are mathematical concepts grounded in our experience with our bodies, esp. With functions.

  18. How can we combine opportunities given by our bodies as tools and those of technology?

  19. How can the observation/analysis of gesture help teacher/researcher devise suitable interventions to help learners?

  20. Relationship between intuitive cognitive rules and embodiment

  21. Is there a relation between the use of the body during classroom activities and beliefs of teachers about the importance of the role of the body and gestures?

  22. Role of gesture in communicating mathematical ideas by kindergarten students

  23. Position of gestures in relation to the representations used in math textbooks

  24. Non-verbal communication between parents and children as they talk and work with mathematics

  25. Gestures of gifted and non-gifted students

  26. What can we learn from students who experience the world from different sensory channels?

  27. What are the meanings a person gives to the gestures they make?

  28. Ways to analyze the representations of gestures using semiotic resources in online environments

  29. How to look at the role of gestures for reasoning, visualization and communication in 3-space environment in new technologies

  30. What is the role of taxonomies or categorization schemes of gestures and embodied talk to help us understand how agents participate in a classroom and develop meaning and argument from an individual to a whole class?

  31. The relationship between imagery, movement and gestures and mathematical structures, and how they might be employed as deliberate pedagogic acts

  32. Is gesture, language and embodiment a kind of metaphor for teaching and learning math?

  33. Dynamics that come from change in semiotic register

  34. How can we use gesture and embodiment to make better dynamic geometry environments

  35. How intercorporeality is related and involved as mathematical practice evolves in the classroom

  36. How do we compress in gesture, as we compress in language, the understandings we are developing in mathematics?

  37. How can we perceive the subtle distinctions between communicative gestures and gestures with cognitive relevance?

  38. For people doing a proof together, are there different gestures for the mathematical content and the structure of the proof and the problem solving process?