| Abstract |
Students confront difficulty involving area measurement and communicating ideas each other in area task. Communication is one of the mathematical processes. In addition, communication is one of the basic skills that students must take along with them throughout their lives and use long after they have left school. Teachers should know how to improve their students’ communication and assess their mathematical communication. The learning process was depended on basic communication with the other persons (Emori, 2005). The expressed gestures also showed the dimension of thought and language into symbolic language. Children’s gestures were not only to fill the gap in children’s speaking but gestures presented the valuable information of children’s thought. Gesture as an action relating to the observable body, was considered normally not too much or less as the extension part including human beings’ intention (Rasmussen et al., 2004). The purpose of this study was to analyse students’ gestures in mathematical communication in area task. This study is a qualitative research that used video analysis from transcribing video, audio tape of four 5th grade students at Ban Bungneum Bungkrinoon School using lesson study and open approach. Data were analysed based on Emori’s (2005) characteristics of mathematical communication: rigorousness, economy, and freedom. The results indicated that students used rigorousness, economy, and freedom in area task and most of students used massages communicate with concise massages. |
Publication
Journal Publication
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