Chapter published in:Why Gesture?: How the hands function in speaking, thinking and communicating
Edited by R. Breckinridge Church, Martha W. Alibali and Spencer D. Kelly
[Gesture Studies 7] 2017
► pp. 285–316
Making and breaking common ground
How teachers use gesture to foster learning in the classroom
Teachers regularly use gesture as part of multimodal instruction to both break and make common ground. Teachers break common ground when they introduce new ideas and new mathematical practices. Teachers make common ground by connecting new ideas to students’ prior knowledge and to current disciplinary practices. Our findings show the importance of linking gestures, a highly regulated aspect of pedagogical communication, which is used to foster connection building, while reducing the cognitive demands for learners. A focus on the function of pedagogical gesture for managing common ground provides an account of classroom learning that resolves the Learning Paradox by examining the establishment, maintenance and disruption of common ground.
Published online: 26 April 2017
Alibali, Martha W., & Nathan, Mitchell J.
Alibali, Martha W., Nathan, Mitchell J., & Fujimori, Yuka
Alibali, Martha W., Nathan, Mitchell J., Church, R. Breckinridge, Wolfgram, Matthew S., Kim, Suyeon, & Knuth, Eric J.
Alibali, Martha W., Nathan, Mitchell J., Wolfgram, Matthew S., Church, R. Breckinridge, Jacobs, Steven A., Johnson Martinez, Chelsea, & Knuth, Eric J.
Bem, Jolanta, Jacobs, Steven A., Goldin-Meadow, Susan, Levine, Susan C., Alibali, Martha W. & Nathan, Mitchell
Church, R. Breckinridge, Garber, Philip, & Rogalski, Kathryn
Clark, Herbert H., & Marshall, C. R.
Clark, Herbert H. & Schaefer, E. F.
Cook, Susan W., Duffy, Ryan G., & Fenn, Kimberly M.
Gerwing, Jennifer, & Bavelas, Janet B.
Goldin-Meadow, Susan, Kim, San, & Singer, Melissa
Holler, Judith, & Stevens, Rachel
Holler, Judith, & Wilkin, Katie
Holler, Judith, Tutton, Mark, & Wilkin, Katie
Kelly, Spencer D., Byrne, Kelly, & Holler, Judith
Koschmann, Timothy, LeBaron, Curtis, Goodwin, Charles, & Feltovich, Paul
Lakoff, George, & Núñez, Rafael
Lockwood, Elise, Yeo, Amelia, Crooks, Noelle M., Nathan, Mitchell J., & Alibali, Martha W.
2014 “Teaching about confidence intervals: How instructors connect ideas using speech and gesture.” In Learning and Becoming in Practice: Proceedings of the Eleventh International Conference of the Learning Sciences, William Penuel, Susan A. Jurow, & Kevin O'Connor (eds). Boulder, CO: University of Colorado.
McNeill, David, & Duncan, Susan
Nathan, Mitchell J., & Alibali, Martha W.
Nathan, Mitchell J., & Kim, Suyeon
Nathan, Mitchell J., Eilam, Billie, & Kim, Sueyon
Schegloff, Emanuel A.
Srisurichan, Rachaya, Boncoddo, Rebecca, Ledesma, Iasmine, Pier, Elizabeth, Nathan, Mitchell J., & Alibali, Martha W.
2012 “Addressee gesture as a means to foster common ground in the classroom.” Paper presented at the Conference of the International Society for Gesture Studies, Lund, Sweden.
Steffe, Leslie P., & Thompson, Patrick W.
Cited by 4 other publications
Abrahamson, Dor, Mitchell J. Nathan, Caro Williams-Pierce, Candace Walkington, Erin R. Ottmar, Hortensia Soto & Martha W. Alibali
Alibali, Martha W., Mitchell J. Nathan, Rebecca Boncoddo & Elizabeth Pier
Gerofsky, Susan & Kim T Zebehazy
Nathan, Mitchell J., Amelia Yeo, Rebecca Boncoddo, Autumn B. Hostetter & Martha W. Alibali
This list is based on CrossRef data as of 02 march 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.