Teacher gestures support mathematics learning and promote student collaboration. Aligned with speech, gestures can help students to notice the important visual information of geometry tasks. However, students' visual attention to the teacher's gestural cues during collaborative problem solving remains a largely unexplored field in mathematics…

This study investigates the progression of students' meaning-making of epigenetic phenomena while discussing multiple visual representations depicted at different levels of biological organization. Semi-structured focus group sessions involving ninth-grade students (aged 15-16) from a Swedish lower secondary school were video recorded. Students'…

This article unfolds and argues for Biliteracy Metaphor Analysis (BMA), a methodology for examining the interpretation and use of metaphors in canon literature in a biliteracy context, in this case the canon of Danish literature read and interpreted by multilingual students in a ninth grade classroom. BMA combines Spradley's ethnographic framework…

The purpose of this study was to examine middle school students' gestures during a geological field trip. Previous research on gestures has focused on understanding human development and exploring students' gestures can be helpful in improving understanding of students' communication in learning environments. In this study, middle school students…

Background: Video lectures which include the teachers' presence have become increasingly common. As teacher enthusiasm is a nonverbal cue in video lectures, more and more studies are focusing on this topic. However, little research has been carried out on the interactions between teacher enthusiasm and prior knowledge when learning from video…

This study addresses the need for innovative research approaches in science education for understanding better the inter-relationships between emotion and cognition in learning, using a sociological perspective. Our perspective draws upon the concept of emotional energy that is described as an outcome from successful social interactions during…

Collaborative gestures in the mathematics classroom occur when multiple learners coordinate their bodies in concert to accomplish mathematical goals. Collaborative gestures show how cognition becomes distributed across a system of dynamic agents, allowing for members of groups of students to act and gesture as one. We explore ways high school…

Increasing research on teacher professional development (TPD) has found teachers' self-reflection to be key for improving teaching effectiveness. Although video methodology, as often used in TPD, provides crucial insight concerning situated learning, teachers are often reticent to participate in TPD protocols due to discomfort over being…

This paper attempted to make explicit some of the underlying characteristics of spatial visualisation using the concept of area of composite shapes. By engaging students with metric-free tasks, we identify the type of perceptual and visual/spatial manoeuvres that they deploy in such situations. Interview data collected from three students in Grade…

In this article we examine intuitions as they emerge in groupwork activities. We provide a framework and a methodology to code various aspects of the activity, social and mathematical. Focusing mostly on students' gazes, we explore how affective moves give rise to, and determine, students' interactions and thoughts. We argue that intuition does…

Increased attention to the relationships between affect and learning has led to the development of machine-learned models that are able to identify students' affective states in computerized learning environments. Data for these affect detectors have been collected from multiple modalities including physical sensors, dialogue logs, and logs of…

The research examined whether an educational intervention could enhance the ability of learning disabled (LD) adolescents to recognize non-verbal emotional messages and thus their social functioning. Most LD children have problems recognizing non-verbal cues, particularly emotional ones, and have social difficulties. The study examined the…

This study explores ninth-grade (15-year-old) students' oral presentations in language arts and art education. The main research question is: In which ways are the students' social positioning and use of verbal and non-verbal resources reflected in boys' and girls' oral presentations? In-depth analyses of video recordings of student presentations…

Set within the affective turn in cultural and social theory, in this paper, I explore the significance of materiality and matter, most specifically, bodily matter, in the pedagogic practices of contemporary school classrooms. The received view in education is that affect is tantamount to emotion or feeling and that materials, such as bodily…

The purpose of this study was to show how instructor use of nonverbal immediacy behaviors influence Hispanic students' affective learning in ninth-grade writing conferences, regardless of the level of feedback sensitivity provided. According to Kluger and DeNisi's (1996) feedback intervention theory, when feedback is direct and targeted on the…