Resumen

BREDA, Adriana; FARSANI, Danyal  y  SALA-SEBASTIA, Gemma. Non-verbal interaction and students' visual involvement in Math classes: a study of the organization of space in linguistic communication. Relime [online]. 2023, vol.26, n.3, pp.273-294.  Epub 08-Abr-2025. ISSN 2007-6819.  https://doi.org/10.12802/relime.23.2631.

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’s perspectives) to analyze and compare the nonverbal interaction in mathematics lessons. Results show that students are more visually engaged in their teachers’ 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’s visual attention in mathematics classrooms.

Palabras llave : Non-verbal interaction; Visual attention; Proxemic; Math classes; Mini camera.

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