Week 1 Reflections
Goldin-Meadow et al (2009). Gesturing gives children new ideas about math.
Summary
The research aims to explore the mechanism by which gesturing plays a role in learning. The study involves observing differences in problem-solving among 3rd and 4th-grade students through a pretest, math lesson, and posttest. The researchers presented a specific question type to the participants: 3+2+8= __ +8. The participants were divided into three groups, each assigned a specific gesture, and provided with the same verbal instruction: "I want to make one side equal to the other side." This aimed to observe the effectiveness of verbal collaboration with the gesture.
The three groups are as follows:
1. Correct gesture indicated with a V-hand and pointing to 3+2
2. Partially correct gesture indicated with a V-hand and pointing to 2+8
3. No gesture
The results indicate that children instructed to use a fully correct rendition of a particular problem-solving strategy (grouping) during a math lesson solved more math problems correctly after the lesson than children instructed to use a partially correct rendition of the strategy, and they outperformed children who were instructed not to move their hands at all. Moreover, the research justifies that body movements are also part of how people learn––they are involved not only in processing old ideas but also in creating new ones.
Stops
“People gesture for themselves” (p. 267)
I am a person who tends to use a lot of gestures while talking, and I became aware of this habit through photos taken by my friends. Initially, I wasn't conscious of the relationship between gesturing (body language) and the brain. After reflecting on my everyday life, I realized that, indeed, I have always clarified things and generated new ideas through talking and gesturing. Therefore, this research serves as a kind of validation for my genuine and daily behavior, which makes me feel excited!
“When children first learn a task, the gestures they produce may not be fully imbued with meaning. It may be only in the continued doing that these gestures take on their full meaning.” (p. 271)
I understand that repetition and consistent practice are crucial while learning. With repeated practice, the body can internalize knowledge, react swiftly, and formulate strategies instantly while facing challenges. Reflecting on my experience of math teaching, I was just asking them to memorize the formulas and practice regularly for the test. However, if I can transform the teaching methods not only by rote but by implementing body language in math class, I believe it will bring more joy and motivate them to think widely.
Question
Do you have any other cool math gestures that can share with us?
Thank you for the summary Sandi.
ReplyDeleteAs a kinesthetic learner, I naturally rely heavily on body movements and hand gestures to communicate and interact with the world around me. During my teaching program at SFU, I had an assignment where I led an activity, which was recorded for review. Upon watching the recorded session, I was struck by how much I used my body and hands to teach and explain concepts.
Even today, I continue to incorporate a plethora of body and hand gestures into my teaching style. These movements serve as an integral part of my communication toolkit, enhancing the clarity and effectiveness of my instructional delivery. One particularly memorable example is my approach to teaching the concept of comparing numbers using the greater than and less than signs.
In this activity, I employ a playful visualization technique where I mimic an alligator's mouth, symbolizing the "greater than" and "less than" signs. By portraying the larger number as the alligator's prey being devoured by its open mouth, students grasp the concept intuitively. This interactive and kinesthetic approach not only aids in comprehension but also injects an element of fun and engagement into the learning process.
Over the years, I've witnessed firsthand how these body and hand gestures facilitate understanding and retention among students. The dynamic nature of kinesthetic learning allows students to connect with the material on a deeper level, promoting active engagement and participation in the classroom.
In essence, my reliance on body and hand gestures as a kinesthetic learner has seamlessly translated into my teaching practice. By harnessing the power of movement and visualization, I strive to create an inclusive and immersive learning environment where students can thrive and excel.