Article published in:
Vol. 17:1 (2018) ► pp. 128157


Adámek, Jiri
(1983) Theory of mathematical structures. Dordrecht: D. Reidel Publishing Company.Google Scholar
Alibali, Martha W., Andrew G. Young, Noelle M. Crooks, Amelia Yeo, Matthew S. Wolfgram, Iasmine M. Ledesma, Mitchell J. Nathan, Ruth Breckinridge Church, & Eric J. Knuth
(2013a) Students learn more when their teacher has learned to gesture effectively. Gesture, 13 (2), 210–233.CrossrefGoogle Scholar
Alibali, Martha W., Mitchell J. Nathan, Ruth Breckinridge Church, Matthew S. Wolfgram, Suyeon Kim, & Eric J. Knuth
(2013b) Teachers’ gestures and speech in mathematics lessons: Forging common ground by resolving trouble spots. ZDM: The International Journal on Mathematics Education, 45, 425–440.CrossrefGoogle Scholar
[ p. 156 ]
Alibali, Martha W., Mitchell J. Nathan, Matthew S. Wolfgram, Ruth Breckinridge Church, Steven A. Jacobs, Chelsea Johnson Martinez, & Eric J. Knuth
(2014) How teachers link ideas in mathematics instruction using speech and gesture: A corpus analysis. Cognition and Instruction, 32 (1), 65–100.CrossrefGoogle Scholar
Baker, J. E., Maxim Bruckheimer, & H. Graham Flegg
(1971) A pedagogic approach to morphisms. Educational Studies in Mathematics, 4 (2), 252–263.CrossrefGoogle Scholar
Broaders, Sara C., Susan W. Cook, Zachary Mitchell, & Susan Goldin-Meadow
(2007) Making children gesture brings out implicit knowledge and leads to learning. Journal of Experimental Psychology: General, 136, 539–550.CrossrefGoogle Scholar
Calbris, Geneviève
(2011) Elements of meaning in gesture. Amsterdam & Philadelphia: John Benjamins Publishing Company.CrossrefGoogle Scholar
Church, Ruth Breckinridge, Saba Ayman-Nolley, & Shahrzad Mahootian
(2004) The role of gesture in bilingual education: Does gesture enhance learning? International Journal of Bilingual Education and Bilingualism, 7, 303–319.CrossrefGoogle Scholar
Colletta, Jean-Marc, Ramona Nkosinathi Kunene, Aurélie Venouil, Virginie Kaufmann, & Jean-Pascal Simon
(2009) Multi-track annotation of child language and gestures. In Michael Kipp, Jean-Claude Martin, Patricia Paggio, & Dirk Heylen (Eds.), Multimodal corpora: From models of natural interactions to systems and applications (pp. 54–72). Berlin: Springer.CrossrefGoogle Scholar
Cook, Susan W., Ryan G. Duffy, & Kimberly M. Fenn
(2013) Consolidation and transfer of learning after observing hand gesture. Child Development, 84 (6), 1863–1871.CrossrefGoogle Scholar
Cook, Susan W. & Susan Goldin-Meadow
(2006) The role of gesture in learning: Do children use their hands to change their minds? Journal of Cognition and Development, 7, 211–232.CrossrefGoogle Scholar
Gallistel, Charles R. & Adam P. King
(2009) Memory and the computational brain: Why cognitive science will transform neuroscience. Chichester: Wiley-Blackwell.CrossrefGoogle Scholar
Gerofsky, Susan
(2010) Mathematical learning and gesture: Character viewpoint and observer viewpoint in students’ gestured graphs of functions. Gesture, 10 (2/3), 321–343.CrossrefGoogle Scholar
Goldin-Meadow, Susan
(2009) How gesture promotes learning throughout childhood. Child Development Perspectives, 3, 106–111.CrossrefGoogle Scholar
Goldin-Meadow, Susan, Susan W. Cook, & Zachary P. Mitchell
(2009) Gesturing gives children new ideas about math. Pyschological Science, 20 (3), 267–272.Google Scholar
Gullberg, Marianne
(2006) Some reasons for studying gesture and second language acquisition (Hommage à Adam Kendon). International Review of Applied Linguistics, 44, 103–124.CrossrefGoogle Scholar
Krause, Eugene F.
(1969) Homomorphism: A unifying concept, Mathematics Teacher, 62 (8), 617–622.Google Scholar
Lakoff, George & Raphael Núñez
(2000) Where mathematics comes from: How the embodied mind brings mathematics into being. New York: Basic Books.Google Scholar
McNeill, David
(1992) Hand and mind: What gestures reveal about thought. Chicago, IL: University of Chicago Press.Google Scholar
[ p. 157 ]
Ping, Raedy & Susan Goldin-Meadow
(2008) Hands in the air: Using ungrounded iconic gestures to teach children conservation of quantity. Developmental Psychology, 44 (5), 1277–1287.CrossrefGoogle Scholar
Richland, Lindsey Engle
(2015) Linking gestures: Cross-cultural variation during instructional analogies. Cognition and Instruction, 33 (4), 295–321.CrossrefGoogle Scholar
Roth, Wolff-Michael
(2001) Their role in teaching and learning. Review of Educational Research, 71 (3), 365–392.CrossrefGoogle Scholar
Sime, Daniela
(2006) What do learners make of teachers’ gestures in the classroom? International Review of Applied Linguistics in Language Teaching, 44 (2), 211–230.CrossrefGoogle Scholar
Singer, Melissa A. & Susan Goldin-Meadow
(2005) Children learn when their teachers’ gestures and speech differ. Psychological Science, 16, 85–89.CrossrefGoogle Scholar
Tellier, Marion
(2008) The effect of gestures on second language memorization by young children. In Marianne Gullberg & Kees de Bot (Eds.), Special Issue: Gestures in language development. Gesture, 8 (2), 219–235.Google Scholar
Valenzeno, Laura, Martha W. Alibali, & Roberta L. Klatzky
(2003) Teachers’ gestures facilitate students’ learning: A lesson in symmetry. Contemporary Educational Psychology, 28, 187–204.CrossrefGoogle Scholar
Cited by

Cited by 1 other publications

Nathan, Mitchell J., Amelia Yeo, Rebecca Boncoddo, Autumn B. Hostetter & Martha W. Alibali
2019. Teachers’ attitudes about gesture for learning and instruction. Gesture 18:1  pp. 31 ff. Crossref logo

This list is based on CrossRef data as of 26 august 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.