Gestures: Their Role in Teaching and Learning

By Wolff‐Michael Roth. 2001

497 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Human-Computer Interaction

View Paper: https://www.semanticscholar.org/paper/79a509c3fc585d5e85569cb4631eda1a77f01173

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In Developmental and Educational Psychology

In Language and Linguistics

In Human-Computer Interaction

Citations in the corpus

Research on the Teaching and Learning of Geometry (2016, background): “…communicative medium, language, but also of three mediums concurrently: language, gesture, and the semiotic resources in the perceptual environment (Roth, 2001, p. 9) Research in geometry education has special interest in the role of gestures in mathematical communicating and thinking as an aspect…”
CHILDREN’S GESTURES AND THE EMBODIED KNOWLEDGE OF GEOMETRY (2011, background): “Other educational studies bring forth the notion that gestures are not only communicative but tools for learning in classroom situations (for a review of literature, see Roth, 2001 or the special issue in Educational Studies of Mathematics, 70, 2009; e.g.”
A review of verbal and non-verbal human-robot interactive communication (2014, background): “Furthermore, gestures are highly important towards teaching and learning in humans [137].”
Toward a new conception of conceptions: Interplay of talk, gestures, and structures in the setting (2006, unknown): “Although psycholinguists have known these facts for some time, science educators have yet account for them in their theories of conceptions and conceptual change (Roth, 2001).”
Embodiment in Mathematics Teaching and Learning: Evidence From Learners' and Teachers' Gestures (2012, background): “Yet, as Roth (2002 ) noted, “There exists very little educational research concerned with the role of gestures in learning and teaching, particularly in the subject areas that have been characterized as dealing with abstract matters such as science and mathematics” (p.”
Seeing With Two Eyes: A Teacher's Use of Gestures in Questioning and Revoicing to Engage English Language Learners in the Repair of Mathematical Errors (2012, background): “Secada (1996) cautioned that if we do not address reform efforts in consideration of the needs of students learning English and reframe how English proficiency (or communication) is viewed in mathematics learning, reforms may become new, and perhaps more powerful, instruments of stratification.”
Getting the point: Tracing worked examples enhances learning (2015, background): “As Roth (2001) expressed, people make use of three communicative mediums concurrently— language, gestures, and semiotic resources—in the perceptual environment.”
The Ethics of Being and Knowing: Towards a Cultural Theory of Learning (2008, background): “Because of the artifactual and embodied nature of thinking (Arzarello, Edwards, and Radford, 2008; Nemirovsky, 2003; Roth, 2001; Seitz, 2000), in the course of their objectification of knowledge, students and teachers use signs and artifacts of different sorts (mathematical symbols, graphs, words,…”
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).”
Cognitive Perspectives in Psychology (2013, background): “Our gestures help us think (see the review by Roth, 2001) and the proprioceptive feedback we get from immediate interaction with the environment is an important part of thinking and learning.”
Why do gestures matter? Sensuous cognition and the palpability of mathematical meanings (2009, background): “overview of gestures and their potential in teaching and learning see Roth (2001) .”
How Teachers Link Ideas in Mathematics Instruction Using Speech and Gesture: A Corpus Analysis (2014, background): “Over 10 years ago, Roth (2002) noted that there was “very little educational research concerned with the role of gestures in learning and teaching” (p. 365).”