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Artículos

Vol. 26 No 3 (2023): Noviembre

INTERAÇÃO NÃO-VERBAL E O ENVOLVIMENTO VISUAL DOS ESTUDANTES NAS AULAS DE MATEMÁTICA: UM ESTUDO DA ORGANIZAÇÃO DO ESPAÇO NA COMUNICAÇÃO LINGUÍSTICA

DOI
https://doi.org/10.12802/relime.23.2631
Soumis
octobre 7, 2024
Publiée
2023-11-30

Résumé

Cette étude vise à examiner à quelle distance spécifique les étudiants sont plus ou moins visuellement engagés avec l’enseignant et dans quelle mesure les instructions données par l’enseignant, par le biais de gestes de pointage, affectent la participation des étudiants en classe de mathématiques. À cette fin, 50 élèves ont été sélectionnés au hasard, 25 garçons et 25 filles, qui ont utilisé une mini-caméra fixée à des lunettes qui ont enregistré 75 heures de vidéo. Les résultats montrent que les élèves sont plus visuellement impliqués dans les instructions de l’enseignant dans une plage proxémique de 1,20 à 3,70 mètres. En outre, les différences entre les garçons et les filles dans la manière dont ils sont visuellement impliqués dans leurs leçons de mathématiques sont décrites. Finalement, il est conclu que les gestes de pointage des enseignants peuvent servir d’outil pour récupérer l’attention visuelle des élèves pendant les leçons de mathématiques.

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