A RELAÇÃO ENTRE GESTOS E O ENSINO DE MATEMÁTICA EM ARTIGOS DE QUALIS A

Abstract

Aiming to understand the relationships between gestures and Mathematics and viewing gestures as a complement to speech, we present this work which aims to identify how the use of gestures in Mathematics education is addressed in scientific papers published in Qualis A journals. Additionally, we conducted an analysis of how gestures are approached when related to Geometry. To achieve this, we used the principles of Systematic Literature Review and searched through 91 journals with Qualis A1, A2, A3, or A4 on the Sucupira Platform for articles that related the study of gestures and Mathematics. As a result, we found 11 papers, of which five are related to teachers' gestures and six to students' gestures. Among the papers involving teachers, only two classified and analyzed the gestures performed. In the articles concerning students, one paper merely mentioned gestures without using them for analysis. Of the total, eight studies focused on geometric content, where we observed that, regardless of the audience, gestures were directly related to speech or were used to point out geometric entities present in the discourse. In general, the articles showed that gestures help to externalize the knowledge of teachers or students.

Keywords: Geometry. Gestures. Teachers.