Gestures and conceptual integration in mathematical talk

By Laurie D. Edwards. 2009

151 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/8cb90d70fde754f24ea451cf3a60d76230ebb25a

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Language and Linguistics

Citations in the corpus

CHILDREN’S GESTURES AND THE EMBODIED KNOWLEDGE OF GEOMETRY (2011, background): “For instance, Edwards (2009) suggests that conceptual blends of imaginary thinking and physical action necessarily take place in students’ mathematical problem solving and gestures instinctively emerge during those blends.”
Metaphors in mathematics classrooms: analyzing the dynamic process of teaching and learning of graph functions (2010, unknown): “In recent years, several authors (see, for instance, Acevedo, 2008; Bazzani, 2001; Edwards, 2009; Font, 2007; Font & Acevedo, 2003; Lakoff & Núñez, 2000; Núñez, 2000, 2007; Núñez, Edwards & Matos, 1999; Presmeg, 1992, 1997, 2005; Sfard, 1994, 1997, 2000; Pimm, 1981, 1987; Robutti, 2006) have…”
“No! He starts walking backwards!”: interpreting motion graphs and the question of space, place and distance (2009, background): “…1977; Leont’ev 1978; Vygotsky and Luria 1994; Wartofsky 1979) and the mediating role of artifacts and the body (Arzarello 2006; Bartolini Bussi and Mariotti 2008; Edwards 2009; Radford 2009a; Robutti 2006), I will explore the role of discourse, signs, body, actions, and technological objects.”
Embodiment in Mathematics Teaching and Learning: Evidence From Learners' and Teachers' Gestures (2012, background): “Representational gestures that simulate inscriptions have also been described by Edwards (2009) in work on teachers’ talk about fractions.”
How Teachers Link Ideas in Mathematics Instruction Using Speech and Gesture: A Corpus Analysis (2014, background): “As one example, Edwards (2009) describes a teacher who produced a series of cutting motions when talking about fractions as parts of a pie. From her gestures, we can infer that this teacher mentally simulated the action of cutting a pie. As a second example, Marghetis, Bergen, and Núñez (2012) descr”
Grade 2 Students’ Non-Symbolic Algebraic Thinking (2011, background): “See, e.g. the pioneer work of Presmeg (1986); see also Arzarello and Robutti (2004), Edwards (2009) , Roth (2001), Nemirovsky and Ferrara (2009).”