¿Cómo los gestos de los maestros afectan a la atención visual de las estudiantes durante el discurso matemático?
Tipo de documento
Autores
Lista de autores
Farsani, Danyal, Breda, Adriana y Sala, Gemma
Resumen
Interaccionar con los estudiantes y construir una buena relación es fundamental para que los maestros enseñen, comuniquen conceptos básicos y se conecten emocionalmente con sus estudiantes. Este artículo reporta un estudio que se llevó a cabo en una escuela de educación primaria en Santiago de Chile, donde una muestra de 33 estudiantes (niñas), seleccionadas al azar, llevaban una minicámara de vídeo anexada en sus gafas en el momento que participaban en las clases de matemáticas. Usando imágenes de Google, se buscaron, de forma automática y objetiva, registros de las grabaciones en las que el profesor de la clase aparecía en el campo visual de las estudiantes. Los resultados muestran que las estudiantes prestaron mucha más atención visual en las clases de matemáticas cuando el discurso de los profesores iba acompañado de gestos. Además, hubo diferencias entre las niñas con alto y bajo rendimiento y en cómo se involucraron visualmente durante la instrucción de los maestros en diferentes momentos de la lección. También, se presentaron diferencias en relación con cómo las alumnas introvertidas y las extrovertidas se involucraban visualmente mientras el maestro hacía gestos. Los resultados de este estudio son muy importantes para poder construir una buena relación interaccional entre profesor-alumno y mejorar las prácticas profesionales de enseñanza.
Fecha
2020
Tipo de fecha
Estado publicación
Términos clave
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Referencias
Alibali, M. W. (1999). How children change their minds: Strategy change can be gradual or abrupt. Developmental Psychology, 35, 127-145. Alibali, M. W., & Nathan, M. J. (2007). Teachers’ gestures as a means of scaffolding students’ understanding: Evidence from an early algebra lesson. In R. Goldman, R. Pea, B. Barron, & S. J. Derry (Eds.), Video research in the learning sciences (pp. 349-365). Erlbaum. Alibali, M. W., & Nathan, M. J. (2012) Embodiment in mathematics teaching and learning: Evidence from learners' and teachers' gestures. Journal of the Learning Sciences, 21(2), 247-286. https://doi.org/10.1080/10508406.2011.611446 Andersen, J. F. (1978) The relationship between teacher immediacy and teaching effectiveness. [Doctoral Dissertation, West Virginia University]. Barakat, R. A. (1973). Arabic gestures. The Journal of Popular Culture, 6(4), 749-793. https://doi.org/10.1111/j.0022-3840.1973.00749.x Bosch, M., & Gascón, J. (2009). Aportaciones de la Teoría Antropológica de lo Didáctico a la formación del profesorado de matemáticas de secundaria. In M. T. G. María José González, Jesús Murillo. (Ed.), Investigación en Educación Matemática XIII (pp. 89-113). SEIEM. Breda, A., Font, V., & Pino-Fan, L. (2018). Criterios valorativos y normativos en la didáctica de las matemáticas: el caso del constructo idoneidad didáctica. Bolema, 32(60), 255-278. https://doi.org/10.1590/1980-4415v32n60a13 Castellón, V. C. (2007). Students’ speech and gesture: A communicative and strategic tool to convey and discuss mathematical concepts in a bilingual classroom. [Unpublished Doctoral Dissertation, University of California]. Catalán, J. (2018). Interpretación y cambio de Teorías Subjetivas. Editorial Universidad de La Serena. Chevallard, Y. (1999). El análisis de las prácticas docentes en la teoría antropológica de los didáctico. Recherches en Didáctique des Mathématiques, 19(2), 221-266. Collier, J. (1995). Photography and visual anthropology. In P. Hockings (ed.), Principles of Visual Anthropology, second edition (pp. 235 - 254). Mouton. Corbell, A. (1997). Thumbs up in ancient Rome: “Pollex” as index. Memoirs of the American Academy in Rome, 42, 1-21. https://doi.org/10.2307/4238745 Ekman, P. (1976) Movements with precise meanings. Journal of Communication, 26(3), 14-26. https://doi.org/10.1111/j.1460- 2466.1976.tb01898.x Ekman, P., & Friesen, W. V. (1969) Tools for the Analysis of Motion Picture Film or Video Tape. American Psychologist, 24(3), 240-243. https://doi.org/10.1037/h0028327 Farsani, D. (2015a). Deictic gestures as amplifiers in conveying aspects of mathematics register. In Proceedings of the 9th Conference of European Society for Research in Mathematics Education, pp. 1382- 1384. Prague, Czech Republic. Farsani, D. (2015b). Making Multi-Modal Mathematical Meaning in Multilingual Classrooms. [Unpublished Doctoral dissertation, University of Birmingham]. Farsani, D. (2016). Complementary functions of learning mathematics in complementary schools. In P. C. Clarkson & A. Halai (Eds.), Teaching & Learning Mathematics in Multilingual Classrooms: Issues for policy, practice and teacher education (pp. 227-247). Sense Publishers. Farsani, D., & Mendes., J. (in press) Proxêmica e comunicação não verbal na interação em sala de aula. Psicologia Escolar e Educacional. Galanti, G. A. (2004). Caring for Patients from Different Cultures. Third edition. University of Pennsylvania Press. García, E. & Hannula, H. (2015). Using gaze tracking technology to study student visual attention during teacher’s presentation on board. In: Proceedings of the 9th Conference of European Society for Research in Mathematics Education. Prague, Czech Republic. Godino, J. D., Batanero, C., & Font, V. (2007). The onto-semiotic approach to research in mathematics education. ZDM- The International Journal of Mathematics Education, 39(1), 127-135. https://doi.org/10.1007/s11858-006-0004-1 Godino, J. D., Batanero, C., & Font, V. (2019). The Onto-semiotic Approach: implications for theprescriptive character of didactics. For the Learning of Mathematics, 39(1), 37-42. Gullberg, M. (1998). Gesture as a Communication Strategy in Second Language Discourse: A study of learners of French and Swedish. Lund University Press. Hockings, P. (ed.) (1995). Principles of visual anthropology [2nd edition]. Mouton. Kendon, A. (1983) Gesture and speech: How they interact. In J. M. Wiemann & R. P. Harrison (Eds.), Nonverbal interaction (pp. 13-45). Sage Publications. Kendon, A. (1985). ‘Behavioural Foundations for the Process of Frame Attunement in Face-to-Face Interaction’. In G. P. Ginsburg, M. Brenner, M. von Cranach (Eds.), Discovery Strategies in the Psychology of Action (pp. 229 253). Academic Press. Kendon, A. (1997). Gesture. Annual Review of Anthropology, 26, 109-128. https://doi.org/10.1146/annurev.anthro.26.1.109 Knapp, M. L., & Hall, J. A. (2006). Nonverbal communication in human interaction. Thompson Publishers. Koechlin, B. (1992). Prolegomenon to the elaboration for a new discipline: Ethnogestics. In F. Poyatos (ed.), Advances in Nonverbal Communication: Social, Cultural, Esthetic and literary perspectives (pp. 59-76). John Benjamins. Lemke, J. L. (1998) Multiplying meaning: visual and verbal semiotics in scientific text. In J. R. Martin, & R. Veel (Eds.), Reading science (pp. 87–113). Routledge Maschietto, M., & Bussi, M. G. B. (2005) Meaning construction through semiotic means: the case of the visual pyramid. In H. L. Chick, & J. L. Vincent (Eds.), Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education (pp. 313-320). Melbourne, Australia. McNeill, D. (1992). Hand and mind: What gestures reveal about thought. The University of Chicago Press. Núñez, R., & Sweetser, E. (2006). With the future behind them: Convergent evidence from Aymara language and gesture in the crosslinguistic comparison of spatial construal of time. Cognitive Science, 30(3), 401-450. https://doi.org/10.1207/s15516709cog0000_62 Pier, E. L., & Nathan, M. J. (2016). A review of mathematics and the body: Material engagements in the classroom. Journal for Research in Mathematics Education, 47(4), 223-227. https://doi.org/10.5951/jresematheduc.47.4.0423 Pogue, L., & Ahyun, K. (2006) The effect of teacher nonverbal immediacy and credibility on student motivation and affective learning. Communication Education, 55(3), 331-344. https://doi.org/10.1080/03634520600748623 Prieto, L. P., Sharma, K., & Dillenbourg, P. (2015) Studying teacher orchestration load in technology-enhanced classrooms. Conole G., Klobučar T., Rensing C., Konert J., Lavoué E. (eds), Design for Teaching and Learning in a Networked World (pp. 268 -281). Springer International Publishing. Raca, M., & Dillenbourg, P. (2013) System for assessing classroom attention. In Proceedings of the Third International Conference on Learning Analytics and Knowledge (pp. 265 -269). https://doi.org/10.1145/2460296.2460351 Rogers, B. (2015). Classroom behaviour: A practical guide to effective teaching, behaviour management and colleague support. Sage Publication. Roth, W. M. (2002) Gestures: Their role in teaching and learning. Review of Educational Research, 71(3), 365 - 392. https://doi.org/10.3102/00346543071003365 Sfard, A. (2009) What’s all the fuss about gestures? A commentary. Educational Studies in Mathematics, 70(2), 191-200. https://doi.org/10.1007/s10649-008-9161-1 Sparhawk, C. M. P (1981). Contrastive-identificational features of Persian gesture. In A. Kendon (ed.), Nonverbal Communication, Interaction, and Gesture (pp.421-458). Mouton. Sparhawk, C. M. P. (1976) Linguistic and gesture: An application of linguistic theory to the study of Persian emblems. Unpublished PhD Dissertation. Department of Linguistics, University of Michigan. Streeck, J. (1988) The significance of gesture: How it is established. Papers in Pragmatics, 2(1/2), 60-83. https://doi.org/10.1075/iprapip.2.1- 2.03str