Fig 10 - uploaded by Christina Marie Krause
Content may be subject to copyright.
Citations
... Gesturing as the practice of using gestures is present in studies on multimodal mathematical communication and increasingly considered in research on interaction and mathematics learning. Robutti et al. (2022), a chapter entitled 'Gesture in mathematics thinking and learning', recognise the work of researchers investigating language, communication and interaction in mathematics thinking, teaching and learning, with a focus to include the roles that gestures like hand movements can play in these processes. These are in a way ubiquitous co-speech gestures, receiving growing attention in field research. ...
In this article, we present a narrative review of mathematics education research on language and on communication over 2019–2022, but also look ahead by addressing challenges posed by the lack of distinction between language and communication. The persistence and significance of the problem of the distinction between language and communication are thus outlined in a historical moment of celebration of growth of research in the domain. Informed by the analysis of a selection of research journal articles and by our trajectories, we discuss influential topics in the recent discourse: multilingual mathematics classrooms; mathematics teacher education on language in mathematics teaching; multimodal mathematical communication; interaction and mathematics learning; mathematical language and discourse. We connect this with new emerging or old revisited concepts: instructional designing, gesturing, argumenting and languaging. We finish by further reflecting on multimodal mathematical communication and gesturing, and on the potential of expanding the notion of mathematics register towards a notion of mathematics communication register.
... According to Hendriana (in Hasnarika, 2022) suggests that the metaphorical thinking approach is a bridge between model and interpretation, providing great opportunities for learners to exploit their knowledge in learning mathematics. Metaphor is the concept of thinking from an object or idea that has been known before to another unknown idea (Robutti et al., 2022). In addition, through a metaphorical thinking approach, it can make the learning process of students meaningful because students can see the relationship between the concepts they learn and familiar concepts (Angraini et al., 2022;Çağırgan, Karaduman, & Sönmez, 2021). ...
The mathematics materials in learning mostly used package books, but the provided resources in the school were limited and teachers did not optimize the existing technology to provide effective and interesting materials. As a consequence, students did not complete the exercise according to mathematical procedures and they were pessimistic. The general research purpose was to produce a metaphorical thinking approach-based worksheet for students' procedural fluency on valid characteristics. This study used research and development by the ADDIE stage model. The participant was 9th-grade students in junior high school. Data collection were observation, questionnaires, and interview techniques. The results showed that the characteristics of the developed worksheet have been valid. The results of the worksheet validity test were obtained by 90% and the results of the trial of students were 93%. The implications of this worksheet are helpful for students to independent learning, and this worksheet helps students solve mathematical problems in accordance with procedural, assisted by steps of the metaphorical thinking approach, teaching and learning activities are more effective.
