Writing gesture accompanied by teachers in the conversation exchange structure of mathematical learning

Abstract

The aim of this study is to describe the writing gestures accompanied by directive and assertive speech of the teacher in the conversation exchange structure of mathematical learning. Data collection is done by recording and interviewing the teacher. The description of writing gesture along with the teacher's directive and assertive speech is obtained from the results of the recording during class learning and interviews. This case study investigates the writing gesture accompanied by teacher's speech in the conversation exchange structure of mathematical learning. The results of the study show that teachers use writing gestures along with explanations to focus attention and help students understand mathematical material in the information stage. At the initiation stage, the teacher asks questions to obtain students' responses. In the response phase, students respond verbally to the teacher's questions. This verbal response occurs because students have already understood the material asked by the teacher. At the feedback stage, the teacher justifies or confirms the student's verbal response or response by writing down the students' answers or verbal responses on the board. At the initiation stage, the teacher asks questions to students to obtain student responses. In the response phase, students respond verbally to the teacher's questions. This verbal response occurs because students have already understood the material asked by the teacher. At the feedback stage, the teacher uses writing gesture accompanied by the act of confirming or affirming and describing student answers on the board to focus students' attention and help students understand mathematical material.