Can gesture help English language learners understand the equal sign?

ABSTRACT

When gestures occur with speech during math instruction, learning outcomes improve, indicating that gesture has the potential to mitigate educational inequities. One population that could benefit from an instructional tool like gesture is English Language Learners (ELLs). To increase our understanding of gesture’s potential benefits for math learning outcomes in this population, we recruited 80 English-proficient (EP) and 71 ELL second-graders, and randomly assigned their classrooms to receive instruction on mathematical equivalence with or without gesture. Children completed a pre-instruction test of problems that require understanding of the equal sign to solve correctly (e.g., 3 + 4 + 5 = ___ + 5), then watched a lesson on video followed by a post-instruction test of problems like those in the pre-instruction test. Results indicated that gesture was beneficial overall, but more so for ELLs than EP children. Gesture mitigated the disparity in math learning between ELL and EP children. We discuss gesture’s potential as an equity lever for ELL students, and possible mechanisms of gesture’s beneficial effect.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

Student Center for Science Engagement at Northeastern Illinois University and the U.S. Department of Education (USDOE) Title III Award# P031C160209.