Provisional Title An investigation of the roles of teachers’ gestures as visualisation tools in the teaching of mathematics at the junior primary phase.

Slides:



Advertisements
Similar presentations
CCE GUIDELINES FOR CLASSES 6 TO 8
Advertisements

Enhanced secondary mathematics teaching Gesture and the interactive whiteboard Dave Miller and Derek Glover
Unit 6 Teaching Pronunciation
Sabine Mendes Lima Moura Issues in Research Methodology PUC – November 2014.
Interstate New Teacher Assessment and Support Consortium (INTASC)
1 Design Principles for Language Education Short cut to theory Gert Rijlaarsdam & Anne Toorenaar University of Amsterdam,
Conversation Analysis Introduction to Conversation Analysis 2e Anthony J. Liddicoat, March 2011.
Communication Additional Notes. Communication Achievements 7% of all communication is accomplished Verbally. 55% of all communication is achieved through.
Focusing on Purpose and Meaningful Work Douglas Fisher
QUANTITATIVE RESEARCH Presented by SANIA IQBAL M.Ed Course Instructor SIR RASOOL BUKSH RAISANI.
Understanding Nonverbal Language
TEFL METHODOLOGY I COMMUNICATIVE LANGUAGE TEACHING.
Understanding Inverse Functions: The Relationship Between Teaching Practice and Student Learning Researchers: Ibrahim Bayazit Eddie Gray
RECIPROCAL TEACHING: IN AN ESL CLASSROOM Melissa Dye EDBE /11/2014.
T HE USE OF VISUAL TOOLS FOR SCAFFOLDING THE TEACHING OF MATHEMATICS Dr. Jaya Naidoo Science, Mathematics and Technology Education. UKZN 2011.
 Q 1 : What can children, at level one, from 5-7 years old do  They can talk about what they are doing?  They can tell you about what they have done.
Action Research for School Leaders by Dr. Paul A. Rodríguez.
Kiwanis Flowers EDU620: Meeting Individual Student Needs with Technology Instructor: Kelly O. Stewart Batesville Junior High Technology Community Event.
Conceptual Change Theory
Ways of doing Needs Assessment
Enhancing Ghanaian kindergarten teachers’ implementation of indigenous play-based pedagogy through a professional development programme Felicia Agbagbla.
Health Science Mrs. Vinson
NEEDS ANALYSIS.
The Silent Way Ms. Rasha Ali.
Writing your reflection in Stage 1 & 2 Indonesian (continuers)
Communication Skills “Communication” is the process by which ideas, feelings, and information are shared. It involves the skills of listening, speaking,
Total Physical Response
BIOLOGY INTRODUCTION August 23, 2017 IN YOUR NOTE SECTION
ELT 213 APPROACHES TO ELT I DIRECT METHOD WEEK 4
Piaget and Vygotsky.
A role of English as common language in European intagration
By Damien Givry & Wolff-Michael Roth Research group:
Performance Indicator F: Performance Indicator G
Teaching and Educational Psychology
ELT materials development
Proposed Title An action research study investigating the role of visualisation tools to grow and develop connection making in teaching of algebra and.
Provisional Title An investigation into the use of geoboards visualisation tools in the teaching of quadrilaterals. Research Questions How can geoboards.
LIINA SHIMAKELENI [Med MATHEMAICS] Provisional Title An investigation into how visualization approach to teaching can be used to promote mathematical proficiency.
How do we communicate?.
Session July 2017 Charity Ausiku 05A5503.
Performance Indicator I:
Professional Learning Team Workshop #4
M.Ed Mathematics Student No: 15m8814
Provisional Title: An investigation of the roles of teachers’ gestures as visualization tool in the teaching of Mathematics in Grade 3. Research questions:
COMMUNICATIVE LANGUAGE TEACHING
LANGUAGE TEACHING MODELS
1 مفهوم ارتباطات ارتباطات معادل واژه communications ) ميباشد(. ارتباطات يك فرايند اجتماعي و دو طرفه است كه در آن اطلاعات مبادله شده و نوعي تفاهم بين طرفهاي.
“Leave no stone unturned”
Research topic Investigating how the use of visual models can enhance teaching of common fractions for conceptual understanding to grade 8 learners.
Provisional Title: An investigation into the use of geoboards as visualisation tools in the teaching of quadrilaterals. Research questions: How can a geoboard.
Provisional title An investigation into the role of visualisation in redefining lecturers’ perspectives on the pedagogy of fractions.
Module 8- Stages in the Evaluation Process
Provisional Title: An action research study of how a visualisation approach to teaching used in an intervention programme can address issues of mathematics.
BEING DIFFERENT GOOD IS MASTER TEACHER DVBC SEPTEMBER 29, 2018
PROVISIONAL RESEARCH TITLE: An investigation on the use of visualization as a didactical tool to promote the Mathematical proficiency in learners with.
Tasks & Grades for MET2.
Implications for Methodology
Scaffolding.
Understanding How We Communicate.
Classroom Management Strategies Deirdre Russell-Bowie
Exit Ticket: BICS AND CALPS
EVIDENCE COLLECTION TECHNIQUES (Focus Group)
COMMUNICATION.
Communication.
Types of communication
CONSTRUCTIVISM Submitted To: Ma’am Misbah Yasmeen BPGCW (Air University)
Debate issues Sabine Mendes Lima Moura Issues in Research Methodology
Pre-ETS & You.
CONSTRUCTIVISM & CONTINUOUS COMPREHENSIVE EVALUATION
Presentation transcript:

Provisional Title An investigation of the roles of teachers’ gestures as visualisation tools in the teaching of mathematics at the junior primary phase (Grades 0-3)

Research goals and questions. The aims and objectives of this study are twofold: To investigate the nature of gestures that selected junior primary phase (Grades 0-3) teachers use in the teaching of mathematics. To understand selected mathematics teachers’ views on the roles of their gestures as visualisation tools in the teaching of mathematics. This study seeks answers to the following questions: 1. What is the nature of gestures that selected teachers use in the teaching of mathematics? 2. What are the visualisation roles of these gestures in the teaching of mathematics?

Context and theory People usually gesture when they talk. Gestures and words often work together, and one relies on the other to have meaning. Thus, the main purpose of gesturing is to aid communication since it occurs most in the communicative context. Kendon (2000) defines gesture as any variety of movements including movements of the hands and arms, adjustment of posture, the touching of oneself, various (nervous) ticks, and fiddling movements that people use when talking. In a teaching setting, Singer & Goldin-Meadow(2005) observe that when teachers teach, they gesture, and learners rely on those gestures in order to understand what they say. Thus, gestures need to convey enough information to be understood alone without verbal language, and have to assist one to infer the meaning of the words they are linked with.

I believe that gestures and visualisation work hand in hand because when the communicator gestures, the recipient visualises. In this study, learners will observe the teachers’ gestures and what they see, they observe through their visualisations. Gestures as visualisation tools help learners to make an adjustment from the concrete to the abstract way of thinking. This study is informed by an enactivist perspective. Begg (2013) defines enactivism as a way of understanding how all organisms including human beings, organise themselves, and interact with their environment. According to the enactivist perspective, a teacher is a relevant aspect of the learners’ environment. Pozzer-Ardenghi & Roth (2006) indicate that teaching does not only involve the words and sentences a teacher produces and writes on the board during a lesson, but also all the hands/arms gestures, body movements, and facial expressions a teacher performs in the classroom.

Methodology This qualitative interpretive case study is planned to go through five phases: Phase one: Identification of site and selection of participants. Phase two: Developing and refining of data collection tools. Phase three: Observation of participants Phase four: Interviews. Phase Five: Analysis of data. This study will be conducted at a school in Omusati region and the participants will be three (3) junior primary phase (Grades 0-3) teachers, and data will be collected through observation and interviews.