Gesture in collaborative mathematics problem-solving

Abstract

In this paper we examine the significance of gestures in a setting where two students try to make sense of, and solve, mathematical problems involving speed and time. We are particularly interested in exploring the claims that gesture serves various signaling functions in collaborative problem-solving communication generally and in mathematics problem-solving more specifically, and that gesture has a diagnostic role for the collaborators and for teachers. The overall purpose of our paper is to illustrate the integral role of gesture in dyadic communication where core problem domain concepts may be difficult to explicate. © 2002 Elsevier Science Inc. All rights reserved.