<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1665-2436</journal-id>
<journal-title><![CDATA[Revista latinoamericana de investigación en matemática educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Relime]]></abbrev-journal-title>
<issn>1665-2436</issn>
<publisher>
<publisher-name><![CDATA[Comité Latinoamericano de Matemática Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-24362023000300273</article-id>
<article-id pub-id-type="doi">10.12802/relime.23.2631</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Interação não-verbal e o envolvimento visual dos estudantes nas aulas de matemática: um estudo da organização do espaço na comunicação linguística]]></article-title>
<article-title xml:lang="en"><![CDATA[Non-verbal interaction and students' visual involvement in Math classes: a study of the organization of space in linguistic communication]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Breda]]></surname>
<given-names><![CDATA[Adriana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Farsani]]></surname>
<given-names><![CDATA[Danyal]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sala-Sebastià]]></surname>
<given-names><![CDATA[Gemma]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universitat de Barcelona  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Norwegian University of Science and Technology Facultad de Educación ]]></institution>
<addr-line><![CDATA[Trondheim ]]></addr-line>
<country>Noruega</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universitat de Barcelona Facultad de Educación ]]></institution>
<addr-line><![CDATA[Barcelona España]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>26</volume>
<numero>3</numero>
<fpage>273</fpage>
<lpage>294</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362023000300273&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362023000300273&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362023000300273&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este estudo objetiva examinar com que distância específica os alunos estão visualmente mais ou menos envolvidos com o professor nas aulas de matemática. Também busca analisar em que medida, as instruções feitas pelo professor, através de gestos de apontar, afetam o envolvimento visual dos alunos nas aulas dessa disciplina. Para isso foram selecionados, aleatoriamente, 50 alunos, 25 alunos do sexo masculino e 25 do sexo feminino, os quais, usavam uma minicâmara acoplada em óculos de lente que gravou 75 horas de videoaula. Os resultados mostram que os alunos estão mais envolvidos visualmente com as instruções do professor a uma proxêmica de 1,20 a 3,70 metros. Além disso, relata-se diferenças entre meninos e meninas e como eles estão visualmente envolvidos nas aulas de matemática. Por fim, conclui-se que os gestos de apontar realizados pelos professores podem servir como uma ferramenta para recuperar a atenção visual dos alunos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This study aims to examine where in the classroom and at what specific distance students are more or less visually engaged with the teacher and to what extent the instructions given by teachers, through gestures of pointing, affect students' engagement in class of math. 50 randomly selected students (25 boys and 25 girls), put a mini camera that was mounted on an eyeglass in their mathematics and English lessons. Approximately 75 hours of video recording were made from these cameras (the first person&#8217;s perspectives) to analyze and compare the nonverbal interaction in mathematics lessons. Results show that students are more visually engaged in their teachers&#8217; instruction at a particular distance in the classroom (from 120 cm to 370 cm). Furthermore, we report differences between boys and girls and how they are visually engaged in their mathematics classrooms. Finally, we report how teachers pointing gestures can serve as a tool to recapture student&#8217;s visual attention in mathematics classrooms.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este estudio tiene como objetivo examinar a qué distancia específica los estudiantes están más o menos comprometidos visualmente con el maestro y en qué medida las instrucciones dadas por él, a través de gestos de señalar, afectan la participación del alumnado en la clase de matemáticas. Para ello, se seleccionaron aleatoriamente 50 alumnos, 25 chicos y 25 chicas, quienes utilizaron una mini cámara acoplada a unos lentes que grabaron 75 horas de video. Los resultados muestran que el alumnado está más involucrado visualmente con las instrucciones del maestro en un rango proxémico de 1,20 a 3,70 metros. Además, se describen las diferencias entre chicos y chicas en cuanto a la forma que tienen de involucrase visualmente en las clases de matemáticas. Finalmente, se concluye que los gestos de señalar realizados por los docentes pueden servir como herramienta para recuperar la atención visual de los estudiantes en las clases de matemáticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[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.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Interação não-verbal]]></kwd>
<kwd lng="pt"><![CDATA[Atenção visual]]></kwd>
<kwd lng="pt"><![CDATA[Proxêmica]]></kwd>
<kwd lng="pt"><![CDATA[Aulas de matemática]]></kwd>
<kwd lng="pt"><![CDATA[Minicâmara de vídeo]]></kwd>
<kwd lng="en"><![CDATA[Non-verbal interaction]]></kwd>
<kwd lng="en"><![CDATA[Visual attention]]></kwd>
<kwd lng="en"><![CDATA[Proxemic]]></kwd>
<kwd lng="en"><![CDATA[Math classes]]></kwd>
<kwd lng="en"><![CDATA[Mini camera]]></kwd>
<kwd lng="es"><![CDATA[Interacción no verbal]]></kwd>
<kwd lng="es"><![CDATA[Atención visual]]></kwd>
<kwd lng="es"><![CDATA[Proxémica]]></kwd>
<kwd lng="es"><![CDATA[Clases de matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Mini cámara de vídeo]]></kwd>
<kwd lng="fr"><![CDATA[Interaction non verbale]]></kwd>
<kwd lng="fr"><![CDATA[Attention visuelle]]></kwd>
<kwd lng="fr"><![CDATA[Proxémique]]></kwd>
<kwd lng="fr"><![CDATA[Leçons de mathématiques]]></kwd>
<kwd lng="fr"><![CDATA[Mini caméra vidéo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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