Why do gestures matter? Sensuous cognition and the palpability of mathematical meanings

By Luis Radford. 2009

302 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/8ae4a956878be913fb335ba7ee0e40425252e453

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Citations in the corpus

Algebraic thinking from a cultural semiotic perspective (2010, unknown): “…activities that can offer students the opportunity to reflect algebraically and to get acquainted with some basic ideas of algebra in different contexts equations, pattern generalisation and, recently, graph interpretation (Radford 2000, 2002b, 2003, 2009a, 2009b; Radford, Bardini and Sabena 2007).”
CHILDREN’S GESTURES AND THE EMBODIED KNOWLEDGE OF GEOMETRY (2011, background): “Thus, learners’ bodily engagement is, for many constructivist educators, only a transient path toward the final product of learning, that is, mathematical discourse ( Radford, 2009 ).”
Embodiment in Mathematics Teaching and Learning: Evidence From Learners' and Teachers' Gestures (2012, background): “Moreover, mounting evidence suggests that gesture plays an integral, potentially causal role in knowledge development and change (e.g., Alibali & Kita, 2010; Goldin-Meadow, Cook, & Mitchell, 2008; Nathan & Johnson, 2010; Radford, 2009; Singer, Radinsky, & Goldman, 2008).”
The role of gestures in the mathematical practices of those who do not see with their eyes (2011, result): “In this sense, our approach concurs with that of Radford (2009) , who argues that thinking”
“No! He starts walking backwards!”: interpreting motion graphs and the question of space, place and distance (2009, background): “The mode of signifying in practical spaces is local, as opposed to the global and systemic way of signifying in abstract spaces (Radford 2009b).”
Playing Mathematical Instruments: Emerging Perceptuomotor Integration with an Interactive Mathematics Exhibit (2013, background): “In our view, which contributes to an emerging body of work in research in mathematics education (Arzarello, 2006; Radford, 2009; Roth, 2011), the temporal flow of perceptuomotor activity is not accountable in terms of self-contained structures, schemes, or patterns, and necessitates an irreducible i”
Language and communication in mathematics education: an overview of research in the field (2014, background): “…symbolism, but also diagrams, graphs and other specialised mathematical modes as well as gestures and other modes of communication used in a variety of settings (Arzarello, Domingo, Robutti, & Sabena 2009; Bjuland, Cestari, & Borgersen 2008, 2009; Maschietto & Bartolini Bussi 2009; Radford 2009).”
Early Algebraic Thinking: Epistemological, Semiotic, and Developmental Issues (2012, background): “In contrast to mental cognitive approaches, thinking, I have suggested (Radford, 2009b), is not something that solely happens ‘in the head.”
When the Classroom Floor Becomes the Complex Plane: Addition and Multiplication as Ways of Bodily Navigation (2012, background): “In recent years, there has been a growing interest in this relationship between embodied cognition and mathematics learning and abstraction (Alibali & GoldinMeadow, 1993; Alibali & Nathan, 2007; Goodwin, 2000; Radford, 2009, 2010; Roth, Bowen, & Masciotra, 2002; Roth & Welzel, 2001; Tall, 2004).”
Getting the point: Tracing worked examples enhances learning (2015, background): “Radford (2009) found that while discussing a Cartesian graph with others, students frequently used the body and gestures to express and understand abstract mathematical thinking.”
Grade 2 Students’ Non-Symbolic Algebraic Thinking (2011, unknown): “stituents of thinking (Radford 2009b).”