Embodiment in Mathematics Teaching and Learning: Evidence From Learners' and Teachers' Gestures

By Martha W. Alibali, Mitchell J. Nathan. 2012

676 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/70e1bd26d828538b1c57f714ba5ddd551befd8b4

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Building Cohesion Across Representations: A Mechanism for STEM Integration (2013, background): “For example, a teacher may point to a coefficient in an algebraic equation and then use her forearm to depict steepness of a line on a graph, linking the value of a numerical coefficient to its shape on a coordinate graph (Alibali & Nathan, 2012).”
Getting the point: Tracing worked examples enhances learning (2015, background): “Based on McNeill’s (1992) work, some researchers combine iconic and metaphoric gestures to form a broader category of representational gestures (e.g., Alibali & Nathan, 2012; Church, Garber, & Rogalski, 2007).”
How Teachers Link Ideas in Mathematics Instruction Using Speech and Gesture: A Corpus Analysis (2014, background): “In brief, we argue that speakers produce depictive gestures because they simulate actions and perceptions that are part of speakers’ intended meanings, and speakers produce pointing gestures as a consequence of the grounding of cognition in the physical environment (Alibali & Nathan, 2012).”
Actions speak louder with words: The roles of action and pedagogical language for grounding mathematical proof (2014, background): “Teachers often use spontaneous gestures along with pedagogical language in a manner that facilitates students' processing of difficult classroom material (Alibali & Nathan, 2012; Roth, 2001).”
Students learn more when their teacher has learned to gesture effectively (2013, background): “In past research, we have argued that pointing gestures serve to ground the accompanying speech in the physical environment, and in so doing, they may scaffold students’ understanding of that speech (Alibali & Nathan, 2012).”
Immersive VR and Education: Embodied Design Principles That Include Gesture and Hand Controls (2018, background): “In the upcoming years, our community needs to hone in the most applicable theories and run RCT’s to verify best pedagogies for teaching with VR technologies. representation of a problem grounded in physical metaphors (see Hostetter and Alibali, 2008; Alibali and Nathan, 2012; Nathan et al., 2014).”
The Missing Bodies of Mathematical Thinking and Learning Have Been Found (2012, background): “In a preschool classroom, children are being taught to tell time with an analog clock ( Williams, 2012 /this issue); in a high school classroom, students are being taught about slope and linear functions ( Alibali & Nathan, 2012 /this issue); and in a college classroom, students are working with mat”