Mathematical learning and gesture: Character viewpoint and observer viewpoint in students’ gestured graphs of functions

By Susan Gerofsky. 2010

54 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c6e903cf4d755c649fbbe5304585e457b8660f0d

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. Martha W. Alibali
3. Candace A. Walkington
4. Caroline C. Williams
5. Elizabeth L. Pier
6. Rebecca Boncoddo
7. Autumn B. Hostetter
8. P. P. Shein

In Education

1. Martha W. Alibali
2. Candace A. Walkington
3. Mitchell J. Nathan
4. Caroline C. Williams
5. K. Koedinger
6. Nicole M. McNeil
7. Anthony J. Petrosino
8. Bethany Rittle-Johnson

Citations in the corpus

• Actions speak louder with words: The roles of action and pedagogical language for grounding mathematical proof (2014, background): “Gerofsky (2010) coded middle-school students' actions on graphs of polynomial functions as third-person when they traced the graphs, and first-person when students configured their bodies to actually be parts of the graphs.”