{"title":"Gestures can help children learn mathematics: how researchers can work with teachers to make gesture studies applicable to classrooms.","authors":"Amanda Seccia, Susan Goldin-Meadow","doi":"10.1098/rstb.2023.0156","DOIUrl":null,"url":null,"abstract":"<p><p>The gestures we produce serve a variety of functions-they affect our communication, guide our attention and help us think and change the way we think. Gestures can consequently also help us learn, generalize what we learn and retain that knowledge over time. The effects of gesture-based instruction in mathematics have been well studied. However, few of these studies are directly applicable to classroom environments. Here, we review literature that highlights the benefits of producing and observing gestures when teaching and learning mathematics, and we provide suggestions for designing research studies with an eye towards how gestures can feasibly be applied to classroom learning. This article is part of the theme issue 'Minds in movement: embodied cognition in the age of artificial intelligence'.</p>","PeriodicalId":19872,"journal":{"name":"Philosophical Transactions of the Royal Society B: Biological Sciences","volume":"379 1911","pages":"20230156"},"PeriodicalIF":5.4000,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11391277/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Philosophical Transactions of the Royal Society B: Biological Sciences","FirstCategoryId":"99","ListUrlMain":"https://doi.org/10.1098/rstb.2023.0156","RegionNum":2,"RegionCategory":"生物学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/8/19 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"BIOLOGY","Score":null,"Total":0}
引用次数: 0
Abstract
The gestures we produce serve a variety of functions-they affect our communication, guide our attention and help us think and change the way we think. Gestures can consequently also help us learn, generalize what we learn and retain that knowledge over time. The effects of gesture-based instruction in mathematics have been well studied. However, few of these studies are directly applicable to classroom environments. Here, we review literature that highlights the benefits of producing and observing gestures when teaching and learning mathematics, and we provide suggestions for designing research studies with an eye towards how gestures can feasibly be applied to classroom learning. This article is part of the theme issue 'Minds in movement: embodied cognition in the age of artificial intelligence'.
期刊介绍：
The journal publishes topics across the life sciences. As long as the core subject lies within the biological sciences, some issues may also include content crossing into other areas such as the physical sciences, social sciences, biophysics, policy, economics etc. Issues generally sit within four broad areas (although many issues sit across these areas):
Organismal, environmental and evolutionary biology
Neuroscience and cognition
Cellular, molecular and developmental biology
Health and disease.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
