How Teachers Link Ideas in Mathematics Instruction Using Speech and Gesture: A Corpus Analysis

By Martha W. Alibali, Mitchell J. Nathan, M. Wolfgram, R. Breckinridge Church, S. Jacobs, Chelsea Johnson Martinez, Eric J. Knuth. 2014

150 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/b6c1f3554a274efe8f49ce874833d18412f4a43c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Mitchell J. Nathan
2. Eric J. Knuth
3. M. Wolfgram
4. Noelle M. Crooks
5. Martha W. Alibali
6. R. Breckinridge Church
7. Nicole M. McNeil
8. Autumn B. Hostetter

In Experimental and Cognitive Psychology

1. Mitchell J. Nathan
2. M. Wolfgram
3. Martha W. Alibali
4. Eric J. Knuth
5. R. Breckinridge Church
6. Noelle M. Crooks
7. P. P. Shein
8. Autumn B. Hostetter

In Language and Linguistics

1. Martha W. Alibali
2. Mitchell J. Nathan

Citations in the corpus

• Students learn more when their teacher has learned to gesture effectively (2013, background): “We reviewed the speech and gesture transcripts of the lessons and identified “linking episodes”, which we defined as segments of discourse in which the teacher sought to link two (or in some cases, three or more) mathematical ideas or representations of mathematical ideas (see Alibali et al., 2014).”