In Proceedings of the 44th Conference of the International Group for the Psychology in Mathematics Education. PME.
Abstract: While gestures are considered an important resource in the mathematics classroom, gesture use in bilingual instruction has been largely neglected in research so far. This paper presents a case analysis of two teachers’ bimodal bilingual instruction in the context of isosceles triangles to show how they coordinate meaning making of content and terminology through code-switching and gestures. Based on the analysis, we will introduce the concept of bimodal mnemonics as means to support learning mathematical terminology together with the respective concept and conclude with a brief discussion of our preliminary findings.