Affiliation:
1. Division of Social Sciences, Psychology, University of Chicago , Chicago, IL 60637, USA
Abstract
The gestures we produce serve a variety of functions—they affect our communication, guide our attention and help us think and change the way we think. Gestures can consequently also help us learn, generalize what we learn and retain that knowledge over time. The effects of gesture-based instruction in mathematics have been well studied. However, few of these studies are directly applicable to classroom environments. Here, we review literature that highlights the benefits of producing and observing gestures when teaching and learning mathematics, and we provide suggestions for designing research studies with an eye towards how gestures can feasibly be applied to classroom learning.
This article is part of the theme issue ‘Minds in movement: embodied cognition in the age of artificial intelligence’.
Funder
National Science Foundation
Reference76 articles.
1. Goldin-Meadow S . 2003 Hearing gesture: how our hands help us think. Cambridge, MA: Belknap Press of Harvard University Press.
2. Goldin-Meadow S . 2023 Thinking with your hands: the surprising science behind how gestures shape our thoughts, pp. 49–50. New York, NY: Basic Books.
3. Kendon A . 2004 Gesture visible action as utterance. In Gesture: visible action as utterance. Cambridge, UK: Cambridge University Press. (doi:10.1017/CBO9780511807572). See https://www.cambridge.org/core/product/identifier/9780511807572/type/book.
4. McNeill D . 1992 Hand and mind. Chicago, IL: University of Chicago Press.
5. Gesture helps learners learn, but not merely by guiding their visual attention
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献
1. Minds in movement: embodied cognition in the age of artificial intelligence;Philosophical Transactions of the Royal Society B: Biological Sciences;2024-08-19