Drawing on ethnomethodology and conversation analysis (EMCA) and an embodied approach to social interaction, this article examines how instructors use representational gestures in Initiation-Response-Evaluation/Follow-up (IRE/F) sequences during teacher-led, whole-class discussions. The data consist of four, 2-week-long programming courses for middle and high school students (grades 5–11). In these courses, instructors use representational gesture to perform a variety of functions during Initiation and Evaluation/Follow-up turns. In Initiations, instructors use representational gesture to cue students about the (1) product, (2) method, or (3) format of the answer they are looking for. During Evaluation/Follow-up turns, instructors use representational gesture to be responsive to multimodal components of students’ contributions: They (1) repeat students’ gestures, (2) add new gestures to student responses, and (3) expand students’ gestures by adding additional gesture phrases. These findings demonstrate new ways gesture serves as a dialogic resource in the public, interactive co-construction of classroom knowledge.

本文利用民族方法论和会话分析（EMCA）以及一种体现社会互动的方法，研究了教师如何在教师主导的全班级讨论中如何使用“发起-响应-评估/跟进”（IRE / F）序列中的代表性手势。数据包括针对中学生和高中学生（5-11年级）的四个为期2周，为期两周的编程课程。在这些课程中，讲师在启动和评估/跟进中使用代表手势来执行各种功能。在Initiations中，讲师使用代表性手势来提示学生有关他们正在寻找的答案的（1）产品，（2）方法或（3）格式。评估/随访期间反过来，讲师使用代表性手势来响应学生贡献的多模式部分：他们（1）重复学生的手势，（2）向学生的反应中添加新手势，以及（3）通过添加其他手势短语来扩展学生的手势。这些发现证明了手势在公共知识，课堂知识的互动共建中作为对话资源的新方式。