Classroom mathematical practices and gesturing

The purpose of this paper is to illustrate a methodological approach for empirically investigating the function of gesturing in the collective development of knowledge. We extend the earlier work of Stephan and Rasmussen Stephan, M., & Rasmussen, C. (2002). Classroom mathematical practices in differential equations. Journal of Mathematical Behavior 21, 459-490] who analyzed classroom discourse and symbolizing to document the emergence of six classroom mathematical practices over the course of 22 days of instruction on first-order differential equations. We complement and extend this previous analysis by re-examining the same data for gesturing and coordinate this analysis with the evolution of the classroom mathematical practices as they developed in this particular community of learners. Our illustration of the methodology we developed suggests that (1) gestures and argumentation can function as a unit that supports the establishment of one or more taken-as-shared ideas, and (2) that a gesture/argumentation pair that develops while establishing one practice can change function to support the establishment of ideas embedded in other classroom mathematical practices.