PME+34+Session+1

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 * 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? ====