Paper presented at the annual meeting of the American Educational Research Association, Chicago, April 16-20.
ABSTRACT: How do learners come to connect embodied experience with cultural-historical definitions? We compare two cases of a learner-instructor dyad negotiating the meaning of “faster” to investigate the role embodied, multimodal discourse plays in processes of collaborative semiosis within a technology enhanced discovery-based mathematics learning context (the Mathematical Imagery Trainer for Proportion). We implicate and characterize two new forms of multimodal revoicing interactions: (a) Selective gestural repetition with co-timed elaborated verbal content and (b) Elaborated gestural content with co-timed repeated verbal content in this process. Closer investigation of these forms may lead to deeper understanding of how responsive teaching supports embodied learning.