Exploring the Practicing-connections Hypothesis: Using Gesture to Support Coordination of Ideas in Understanding a Complex Statistical Concept
Ji Y. Son, Priscilla Ramos, Melissa DeWolf, William Loftus, James W. Stigler
Son, J. Y., Ramos, P., DeWolf, M., Loftus, W., & Stigler, J. W. (2018). Exploring the practicing-connections hypothesis: Using gesture to support coordination of ideas in understanding a complex statistical concept. Cognitive research: principles and implications, 3(1), 1-13. https://doi.org/10.1186/s41235-017-0085-0
This paper presented a framework and approach for studying how students come to understand complex concepts in rich domains. Specifically, it explores the role that a teacher’s gesture might play in supporting students’ coordination of two concepts central to understanding in the domain of statistics: mean and standard deviation.