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Abrahamson, D., Trninic, D.: Working out: Mathematics learning as motor problem solving in instrumented fields of promoted action. diSessa,A. A., Levin M.,Brown, N. J. S. (Eds.). Knowing and learning in interaction: A synthetic agenda for the learning sciences. New York, NY: Routledge, 2015
Abrahamson, D., Sánchez-García, R.: Learning is moving in new ways: The ecological dynamics of mathematics education. Journal of the Learning Sciences, 25, 2016
Alibali, M. W. & Nathan, M. J.: Teachers’ gestures as a means of scaffolding students’ understanding: Evidence from an early algebra lesson. In Goldman, R., Pea, R., Barron,B., Derry, S. J. (Eds.), Video Research in the Learning Sciences (pp. 349-365). Mahwah, NJ: Erlbaum 2007
Arzarello, F. et al: Gestures as semiotic resources in the mathematics classroom. Educational Studies in Mathematics 70, 2009
Grote, K.: Denken Gehörlose anders? Auswirkungen der gestisch-visuellen Gebärdensprache auf die Begriffsbildung. Das Zeichen—Zeitschrift für Sprache und Kultur Gehörloser 85, 2010
Goldin-Meadow, S.: Hearing Gesture: how our hands help us think. Cambridge, MA: Harvard University Press, 2003
Hostetter, A. B., Alibali, M.W.: Gesture as simulated action: revisiting the framework. Psychonomic Bulletin & Review, 26, 2018
Kita, S. et al: How do gestures influence thinking and speaking? The gesture-for-conceptualization hypothesis. Psychological Review 124, 2017
Krause, C. M.: What you see is what you get? – Sign language in the mathematics classroom. Journal for Research in Mathematics Education 50, 2019
Krause, C. M.: The mathematics in our hands: How gestures contribute to constructing mathematical knowledge. Springer Spektrum, 2016
Krause, C.M., Wille, A. M.: Sign language in light of mathematics education: Semiotic and embodied explorations of its role as learning medium and as resource for learning mathematics. Sonderausgabe »Critical Topics in Mathematics Education: Research to Practice with Deaf/Hard-of- Hearing Students«, American Annals of the Deaf, in press
Krause, C. M.: Iconicity in signed fraction talk of hearing-impaired sixth graders. In B. Kaur, W. K. Ho, T. L. Toh, B. H. Choy (Hrsg.), Proceedings of the 41 st Conference of the International Group for the Psychology in Mathematics Education, Band 3, S. 89-96, Singapur: PME, 2017
Krause, C.M.: Embodied Geometry: Signs and gestures used in the deaf mathematics classroom – the case of symmetry. In R. Hunter, M. Civil, B. Herbel-Eisenmann, N. Planas, D. Wagner (Hrsg.), Mathematical discourse that breaks barriers and creates space for marginalized learners, S. 171-193, Rotterdam: Sense, 2018
McNeill, D.: Hand and mind: what gestures reveal about thought. Chicago: University of Chicago Press, 1992
McNeill, D.: Gesture and thought. Chicago: University of Chicago Press, 2005
Salle, A., Krause, C. M.: Kognitive Funktionen von Gesten beim mathematischen Arbeiten. Journal für Mathematikdidaktik 10.1007/s13138-020-00169-w, 2020
- SignEd|Math (Projekt zur Entwicklung einer mathematische Lernumgebung, die den Lernzugang und die Wissensorganisation tauber Lernender berücksichtigt.)
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