The interplay between language, gestures, dragging and diagrams in bilingual learners' mathematical communications.

This paper discusses the importance of considering bilingual learners' non-linguistic forms of communication for understanding their mathematical thinking. In particular, I provide a detailed analysis of communication involving a pair of high school bilingual learners during an exploratory activity where a touchscreen-based dynamic geometry environment (DGE) was used. The paper focuses on the word-use, gestures and dragging actions in student-pair communication about calculus concepts as they interacted with a touchscreen-based DGE. Findings suggest that the students relied on gestures and dragging as non-linguistic features of the mathematical discourse to communicate dynamic aspects of calculus. Moreover, by examining the interplay between language, gestures, dragging and diagrams, it was possible to identify bilingual learners' competence in mathematical communications. This paper raises questions about new forms of communication mobilised in dynamic, touchscreen environments, particularly for bilingual learners. [ABSTRACT FROM AUTHOR]