this perspective is especially important when studying the mathematics edycation of English language learners () due to their underdeveloped skills english speaking, writing, and listening. using such a binocular lens, this article aims to provide a conttextualized illustration of how a teacher used gesture and speech as ameans to promote ELL's participation in discourse around mathematical theory.

A contextualized illustration of three repair sequences is described  in this section. These example were selected from the 34 sequences for three main reason. First, the examples  highlight three qualitatively different ways in which gestures were used by the teacher to 1. Ground mathematical discussion . 2. Revoice student strategies and 3 narrate the meaning of geometric features