Akademik Veri Yönetim Sistemi
JOURNAL OF MATHEMATICAL BEHAVIOR, cilt.56, 2019 (ESCI)
This case study addresses how middle school students use gestures concomitant with verbal expressions to relate the features of two- and three-dimensional objects. Eight students (five girls and three boys) participated in the study. Students (12-14 years old) used hands-on manipulatives and a dynamic geometry program, Cabri 3D, to form three-dimensional objects from two-dimensional figures using extrusion or spinning. Students used gestures to describe missing elements of three-dimensional objects that were not represented in the tools. During the extrusion activities, students' pointwise and objectwise gestures provided a visual representation for the edges and lateral faces/surfaces of three-dimensional objects. During the spinning activities, some students had difficulty relating the features of two- and three-dimensional objects. Some students employed gestures accompanied by verbal expressions to demonstrate the circular and continuous motion of spinning as well as to represent the lateral surfaces of three-dimensional objects. These gestures stood for the missing (unrepresented) elements of three-dimensional objects in hands-on manipulatives and Cabri 3D when students formed three-dimensional objects using an extrusion or spinning method.