How many do you see? The use of nonspoken representations in first-grade mathematics lessons

By Lucia M. Flevares, Michelle Perry. 2001

121 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/90bfef913cc923d981c19fb8e3bc06c36803555a

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

The Role of Gesture in Learning: Do Children Use Their Hands to Change Their Minds? (2006, methodology): “Gesture is often used in teaching contexts (Flevares & Perry, 2001; Goldin-Meadow, Kim, & Singer, 1999; Neill, 1991) and, when used in these contexts, gesture promotes learning.”
Gesture's Role in the Learning Process (2004, background): “Flevares and Perry (2001) found that math teachers used from five to seven nonspoken representations of mathematical ideas per minute (almost one every 10 seconds), and gesture was by far the most frequent nonspoken form for all of the teachers (the others were pictures, objects, and writing).”
An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks (2012, background): “…that learners’ gestures communicate to the teacher information about what they know and how they view a problem (e.g., Alibali and Goldin-Meadow 1993; Goldin-Meadow et al. 1993) and teachers use gestures when providing instruction to learners (e.g., Flevares and Perry 2001; Roth and Welzel 2001).”
Gestures: Their Role in Teaching and Learning (2001, background): “Because two previous research studies showed that teachers' gestures can both assist and hinder student learning (Flevares & Perry, 2001; Roth & Bowen, 1999), it is important to ask, How do instructors' gestures mediate students' understanding in science and mathematics?”
Teachers’ gestures facilitate students’ learning: A lesson in symmetry (2003, background): “Furthermore, previous research has documented that teachers do indeed use gestures in classroom settings (Flevares & Perry, 2001; Neill, 1991; Neill & Carswell, 1993; Zukow-Goldring, Romo, & Duncan, 1994).”
How Teachers Link Ideas in Mathematics Instruction Using Speech and Gesture: A Corpus Analysis (2014, background): “Our findings align with those of other studies showing that gestures play an integral role in teachers’ instructional communication (e.g., Flevares & Perry, 2001).”
Embodiment in Mathematics Teaching and Learning: Evidence From Learners' and Teachers' Gestures (2012, background): “When teachers teach about mathematical concepts, they routinely produce gestures along with their speech (eg, Alibali & Nathan, 2007 ; Flevares & Perry, 2001 ; Goldin-Meadow, Kim, & Singer, 1999 ; Richland, Zur, & Holyoak, 2007 ).”