In her empirical study, Christina Krause investigates how gestures
can contribute to epistemic processes in social interactions. She
expands the traditional speech-based approach to analyzing social
processes of constructing mathematical knowledge by employing a
multimodal perspective. Adopting a semiotic approach, she takes
into account two functions of gestures as signs used by the
participants of the social interaction: the representational
function concerns the ways in which gestures take part in referring
to a mathematical object in processes of knowledge construction and
the epistemic function relates to the ways in which they can
contribute to the performance of collective epistemic actions. The
results of this study reveal that gestures influence the epistemic
process significantly more than previously thought and indicate
factors underlying this influence.
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