The perspective of embodiment and multimodality is applied to the analysis of a 10-year-old girl’s mathematical discourse, which is part of a group discussion deciding on an appropriate input to a pedometer. The complementarity of several modalities used by the student is examined as well as the role of her gestures in constructing and expressing phenomenological and mathematical meanings.
Enrica’s explanation: Multimodality and gesture
ROBUTTI, Ornella;FERRARA, Francesca
2012-01-01
Abstract
The perspective of embodiment and multimodality is applied to the analysis of a 10-year-old girl’s mathematical discourse, which is part of a group discussion deciding on an appropriate input to a pedometer. The complementarity of several modalities used by the student is examined as well as the role of her gestures in constructing and expressing phenomenological and mathematical meanings.
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