Professional Documents
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266 THEMATHEMATICS
TEACHER
CAVEAT
Prospective users ofmy finger-math technique need
a warning. Although I teach at a rural high school
in the central San Joaquin Valley ofCalifornia, we
are not immune to the problem ofyouth gangs.
Each gang apparently develops certain styles and
colors of dress along with particular hand signals
(Kaono 1992). Before using my finger-math test
with parents and students, I letmy principal and
vice principal examine it. Several itemswere
dropped to avoid unpleasant ambiguities or poor
public relations.
STUDENTTESTIMONIALS
I believe that using hand signals is helpful formost
students, not just forEnglish-language learners.
However, my teaching technique has met with
mixed reviews frommy students. The following are
a few a recent examples. They are presented with
out any correction of grammar.
Luz Gomez wrote, "I think that hand signals
really works, not only because ithelps me to learn
more, but because ifs funalso. I also think that
Don Warkentin, dwarkent@dinuba-high.kl2.ca.us, teach hand signals helps me tomemorize the new things
es atDinuba High School,Dinuba, CA 93618. easier."
CONCLUSION
To gesture or not to gesture; is that really the ques
tion?Try outmy technique in your geometry class
rooms.You may be pleased to learn that the careful
and conscious use offingermath will reinforce
meaning formany ofyourmathematics students.
REFERENCES
Axtell, Roger E. Gestures: The Do's and Taboos ofBody
Language around theWorld. New York: JohnWiley
& Sons, 1991.
Kaono, J. "Gang Signs." In SUSD Street Smart Pro
gram materials developed by School Health Pro
grams,December 1992.
National Council ofTeachers ofMathematics (NCTM).
1997-1998 Handbook: NCTM Goals, Leaders, and
.a G H
"O Position Statements.Reston, Va.: NCTM, 1997-1998.
Z5
Schaffer,Karl. "Mathematics on Stage."Workshop
presented at theNCTM Western Regional Confer
ence, San Jose, Calif., 6March 1997.
co I J
I Fig.2
g Ten hand signals
o
CL I_I
TEACHER
268 THEMATHEMATICS