From activity to gestures and scientific language

By Wolff‐Michael Roth, M. Welzel. 2001

129 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/e1e3fad0d82714f09a4a11cb227ddb3381127b43

How researchers see this paper

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

In Cognitive Neuroscience

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Toward a new conception of conceptions: Interplay of talk, gestures, and structures in the setting (2006, unknown): “Other results show that the temporal shifts (―decalage‖) between talk and associated (i.e., corresponding) gesture decrease when students become more familiar with the explanations, and the amount of gesturing also decreases when they are more familiar to the materials (Roth & Welzel 2001).”
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).”
Playing Mathematical Instruments: Emerging Perceptuomotor Integration with an Interactive Mathematics Exhibit (2013, background): “The growing interest in the study of gestures in mathematics learning and conceptualization (Alibali & DiRusso, 1999; Nemirovsky & Ferrara, 2009; Radford, 2003, 2009; Roth & Welzel, 2001), has increased the recognition of microethnography as a suitable research methodology.”
An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks (2012, background): “1993) and teachers use gestures when providing instruction to learners (e.g., Flevares and Perry 2001; Roth and Welzel 2001).”
The Role of Gesture in Learning: Do Children Use Their Hands to Change Their Minds? (2006, background): “Children who are exposed to gesture and who gesture might better represent the relations between objects in the world (the numbers and symbols in the physical problem), their mental models of the problem, and their understanding of the concept underlying the problem (Roth & Lawless, 2002; Roth & We”