Gestures, Speech, and the Sprouting of Signs: A Semiotic-Cultural Approach to Students' Types of Generalization

By Luis Radford. 2003

499 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/7a212f919e3b86259ea8f5e9052eb00aaead5a7a

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In Developmental and Educational Psychology

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Citations in the corpus

The effect of different representations on Years 3 to 5 students’ ability to generalise (2008, background): “However, as a request to write a generalisation was not asked and there were no items that referred to , for example, ? + n, the students were only able to show quasi (Fuji & Stephenson, 2001) or contextual ( Radford, 2003 ) generalisation at best.”
Coordinating visualizations of polysemous action: values added for grounding proportion (2014, background): “Whereas ‘‘visualization’’ might suggest an articulated judgment or inference, we conceptualize it as pre-articulated mental content available to reflection and elaboration, such as through objectification (Radford 2003).”
Research on the Teaching and Learning of Geometry (2016, background): “In their Research Forum, Arzarello and Edwards (2005) examined gestures as a way of processing and communicating geometric ideas based on psychological, semiotic and psycholinguistics theoretical frameworks (Alibali, Kita, & Young, 2000; Bara & Tirassa, 1999; Peirce, 1955; Radford, 2003).”
Lessons from Inferentialism for Statistics Education (2011, background): “As illustrated in this paper, such an approach to ISI means students are necessarily engaged in informal reasoning with concepts under development (cf. Radford, 2003).”
Semiosis as a multimodal process (2006, background): “Radford introduces the notion of semiotic means of objectification in Radford (2003a).”
Working With Cultural-Historical Activity Theory (2012, background): “It took me several years to incorporate the question of gestures and to introduce the idea of semiotic means of objectification in a more methodic manner (RADFORD, 2002, 2003).”
A Learning Trajectory in 6-Year-Olds' Thinking about Generalizing Functional Relationships. (2015, background): “Presuming that the formation of any concept will go through this or some other such cycle (e.g., Radford, 2003) regardless of the grain size or time span in which it occurs, then as children shift between a recursive lens and a functional lens—in our view, qualitatively different forms of thinking…”
Seeing With Two Eyes: A Teacher's Use of Gestures in Questioning and Revoicing to Engage English Language Learners in the Repair of Mathematical Errors (2012, background): “Studies have shown the important role that gestures play in helping students attain mathematical understanding in counting (Alibali & DiRusso, 1999), number sequence (Steffe, 1988), algebraic thinking (Radford, 2003), spatial reasoning (Alibali, 2005; Ehrlich, Levine, & Goldin-Meadow, 2006), and Car”
Early Algebraic Thinking: Epistemological, Semiotic, and Developmental Issues (2012, background): “In the following years, with the help of some students and collaborators, I was able to refine our theoretical approach (Radford, 2002) and reveal non-conventional, embodied forms of algebraic thinking (Radford, 2003).”
Gestures and conceptual integration in mathematical talk (2009, background): “…begun to include gesture and bodily movement as either potential sources of information on how we think about mathematics, or as contributors to mathematical thinking and communication itself (for example, Nemirovsky, Tierney, & Wright 1998; Núñez 2006; Radford 2003; further references are below).”
Academic music: music instruction to engage third-grade students in learning basic fraction concepts (2012, background): “The fundamental idea is to arrive at meaning through active interactions and activities that link together several semiotic representations, helping learners organize their actions and thoughts across space and time (Radford, 2003).”
ENACTED TYPES OF ALGEBRAIC ACTIVITY IN DIFFERENT CLASSES TAUGHT BY THE SAME TEACHER (2011, background): “Radford, 2003 ) or distinguish between types of cognitive activities involved in generation and transformation (e.g.”
When the Classroom Floor Becomes the Complex Plane: Addition and Multiplication as Ways of Bodily Navigation (2012, background): “The growing interest in the study of gestures in mathematics learning and conceptualization ( Alibali & DiRusso, 1999 ; Nemirovsky & Ferrara, 2009 ; Radford, 2003 , 2009; Roth & Welzel, 2001 ) has increased the recognition of microethnography as a suitable research methodology.”
Embodied design: constructing means for constructing meaning (2009, background): “This study bolsters a prevalent notion that students' mathematical reasoning is not either with or without objects, perceptual or conceptual, situated or symbolic, concrete or abstract (Barsalou 2008; Bartolini Bussi & Boni 2003; Hutchins 1995; Radford 2003).”
Why do gestures matter? Sensuous cognition and the palpability of mathematical meanings (2009, background): “In short, it was accomplished through what I have called elsewhere semiotic means of objectification (Radford 2003).”