Advanced search
Publication Cover
Journal of the Learning Sciences Volume 21, 2012 - Issue 2: Modalities of Body Engagement in Mathematical Activity and Learning
Submit an article Journal homepage
7,117
Views
342
CrossRef citations to date
0
Altmetric
Articles

Embodiment in Mathematics Teaching and Learning: Evidence From Learners' and Teachers' Gestures

Martha W. Alibali Department of Psychology, University of Wisconsin–MadisonCorrespondence[email protected]
&
Mitchell J. Nathan Department of Educational Psychology, University of Wisconsin–Madison
Pages 247-286 | Published online: 12 Oct 2011

Citations (342)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (49)

Houssem Ben Chikha, Bachir Zoudji & Aïmen Khacharem. (2024) Coaches’ pointing gestures as means to convey tactical information in basketball: an eye-tracking study. International Journal of Sport and Exercise Psychology 22:1, pages 236-249.
Read now
Omid Khatin-Zadeh, Danyal Farsani, Zahra Eskandari, Shan Li & Hassan Banaruee. (2023) Gestural embodiment of spatial schematic information in motion-based and static space-based metaphors. Cogent Arts & Humanities 10:1.
Read now
Danyal Farsani & Greg Oates. (2023) Students’ visual attention during teacher’s talk as a predictor of mathematical achievement: a cautionary tale. Cogent Psychology 10:1.
Read now
Seungoh Paek, Daniel L. Hoffman & John B. Black. (2023) Shaping the sensory experience in digital environments: modality, congruency, and learning. Interactive Learning Environments 31:9, pages 5665-5681.
Read now
Carmen Smith. (2023) Embodied learning in a virtual mathematics classroom: an example lesson. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-12.
Read now
Tonje Jin. (2023) Online interactive face-to-face learning in mathematics in engineering education. European Journal of Engineering Education 48:2, pages 300-320.
Read now
Julia D. Plummer & Amy Ricketts. (2023) Preschool-age children’s early steps towards evidence-based explanations and modelling practices. International Journal of Science Education 45:2, pages 87-105.
Read now
Ashlyn E. Pierson, D. Teo Keifert, Sarah J. Lee, Andrea Henrie, Heather J. Johnson & Noel Enyedy. (2022) Multiple Representations in Elementary Science: Building Shared Understanding while Leveraging Students’ Diverse Ideas and Practices. Journal of Science Teacher Education 0:0, pages 1-25.
Read now
Teresa M. Ober, Matthew F. Carter, Meghan R. Coggins, Audrey Filonczuk, Casey Kim, Maxwell R. Hong & Ying Cheng. (2022) Adaptation to Remote Teaching during Spring 2020 Amidst COVID-19: Perspectives of Advanced Placement Statistics Teachers. Computers in the Schools 39:4, pages 342-372.
Read now
Hortensia Soto. (2022) Acting Out Euclidean Transformations. PRIMUS 32:8, pages 902-916.
Read now
José Martínez Hinestroza, Juanita M. Silva & Luz A. Maldonado Rodríguez. (2022) Attending to others’ mathematical ideas: a semiotic alternative to logocentrism in bilingual classrooms. International Journal of Qualitative Studies in Education 0:0, pages 1-18.
Read now
Yanning Yu & David H. Uttal. (2022) Gestures, embodiment, and learning the rate of change. Mathematical Thinking and Learning 24:3, pages 203-229.
Read now
Rhiannon Thomas Jha & Sara Price. (2022) Embodying science: the role of the body in supporting young children’s meaning making. International Journal of Science Education 44:10, pages 1659-1679.
Read now
Danyal Farsani, Troels Lange & Tamsin Meaney. (2022) Gestures, systemic functional linguistics and mathematics education. Mind, Culture, and Activity 29:1, pages 75-95.
Read now
William J. Fassbender. (2021) The potential for (more-than-)representational video in education research. International Journal of Research & Method in Education 44:3, pages 241-256.
Read now
Rhiannon L. Thomas Jha, Sara Price, Minna O. Nygren & Esme Glauert. (2021) How sensorimotor interaction shapes and supports young children’s gestural communication around science. International Journal of Science Education 43:8, pages 1292-1313.
Read now
Alison E. Leonard, Shaundra B. Daily, Sophie Jörg & Sabarish V. Babu. (2021) Coding moves: Design and research of teaching computational thinking through dance choreography and virtual interactions. Journal of Research on Technology in Education 53:2, pages 159-177.
Read now
Raedy Ping, R. B. Church, Mary-Anne Decatur, Samuel W. Larson, Elena Zinchenko & Susan Goldin-Meadow. (2021) Unpacking the Gestures of Chemistry Learners: What the Hands Tell Us About Correct and Incorrect Conceptions of Stereochemistry. Discourse Processes 58:3, pages 213-232.
Read now
Yiannis Georgiou, Andri Ioannou & Panagiotis Kosmas. (2021) Comparing a digital and a non-digital embodied learning intervention in geometry: can technology facilitate?. Technology, Pedagogy and Education 30:2, pages 345-363.
Read now
Miwa Aoki Takeuchi & Virgie Aquino Ishihara. (2021) Learning to assemble the hidden bodies: Embodied and emplaced mathematical literacy in transnational migrant activism. Journal of the Learning Sciences 30:1, pages 103-124.
Read now
Demet Özer & Tilbe Göksun. (2020) Visual-spatial and verbal abilities differentially affect processing of gestural vs. spoken expressions. Language, Cognition and Neuroscience 35:7, pages 896-914.
Read now
Ruth Mierowsky, Nadine Marcus & Paul Ayres. (2020) Using mimicking gestures to improve observational learning from instructional videos. Educational Psychology 40:5, pages 550-569.
Read now
Shirin Vossoughi, Ava Jackson, Suzanne Chen, Wendy Roldan & Meg Escudé. (2020) Embodied Pathways and Ethical Trails: Studying Learning in and through Relational Histories. Journal of the Learning Sciences 29:2, pages 183-223.
Read now
Janet D. K. Walkoe & Melissa J. Luna. (2020) What We are Missing in Studies of Teacher Learning: A Call for Microgenetic, Interactional Analyses to Examine Teacher Learning Processes. Journal of the Learning Sciences 29:2, pages 285-307.
Read now
V. Coccoz, M. Lozada, A. Salsa & N. Scheuer. (2019) Enactive experience promotes early number understanding: a study with 3-year-old children. Journal of Cognitive Psychology 31:8, pages 891-901.
Read now
Song An, Daniel Tillman, So Jung Kim, Josefina Tinajero & Junjun Wang. (2019) Teaching Numbers Through Dance. Journal of Dance Education 19:4, pages 148-157.
Read now
Marta Kobiela & Richard Lehrer. (2019) Supporting dynamic conceptions of area and its measure. Mathematical Thinking and Learning 21:3, pages 178-206.
Read now
Meixia Ding, Wei Chen & Ryan Scott Hassler. (2019) Linear quantity models in US and Chinese elementary mathematics classrooms. Mathematical Thinking and Learning 21:2, pages 105-130.
Read now
Louise Sund, Mikael Quennerstedt & Marie Öhman. (2019) The embodied social studies classroom – Repositioning the body in the social sciences in school. Cogent Education 6:1.
Read now
Randall E. Groth, Matthew Jones & Mary Knaub. (2018) A framework for characterizing students’ cognitive processes related to informal best fit lines. Mathematical Thinking and Learning 20:4, pages 251-276.
Read now
Elon Langbeheim & Sharona T. Levy. (2018) Feeling the forces within materials: bringing inter-molecular bonding to the fore using embodied modelling. International Journal of Science Education 40:13, pages 1567-1586.
Read now
Wajeeh Daher & Nadera Musallam. (2018) Objectifying the adjacent and opposite angles: a cultural historical analysis. International Journal of Mathematical Education in Science and Technology 49:2, pages 253-267.
Read now
Flávio S. Azevedo & Michele J. Mann. (2018) Seeing in the Dark: Embodied Cognition in Amateur Astronomy Practice. Journal of the Learning Sciences 27:1, pages 89-136.
Read now
Katie Headrick Taylor. (2017) Learning Along Lines: Locative Literacies for Reading and Writing the City. Journal of the Learning Sciences 26:4, pages 533-574.
Read now
Mitchell J. Nathan, Matthew Wolfgram, Rachaya Srisurichan, Candace Walkington & Martha W. Alibali. (2017) Threading mathematics through symbols, sketches, software, silicon, and wood: Teachers produce and maintain cohesion to support STEM integration. The Journal of Educational Research 110:3, pages 272-293.
Read now
Serap Sevimli-Celik & James E. Johnson. (2016) Teacher preparation for movement education: increasing pre-service teachers’ competence for working with young children. Asia-Pacific Journal of Teacher Education 44:3, pages 274-288.
Read now
Dor Abrahamson & Raúl Sánchez-García. (2016) Learning Is Moving in New Ways: The Ecological Dynamics of Mathematics Education. Journal of the Learning Sciences 25:2, pages 203-239.
Read now
Mike Stieff, Matthew E. Lira & Stephanie A. Scopelitis. (2016) Gesture Supports Spatial Thinking in STEM. Cognition and Instruction 34:2, pages 80-99.
Read now
Julia D. Plummer, Corinne A. Bower & Lynn S. Liben. (2016) The role of perspective taking in how children connect reference frames when explaining astronomical phenomena. International Journal of Science Education 38:3, pages 345-365.
Read now
Timothy Koschmann & Junko Mori. (2016) “It’s Understandable Enough, Right?” The Natural Accountability of a Mathematics Lesson. Mind, Culture, and Activity 23:1, pages 65-91.
Read now
Shien Chue, Yew-Jin Lee & Kim Chwee Daniel Tan. (2015) Iconic gestures as undervalued representations during science teaching. Cogent Education 2:1.
Read now
Tamer G. Amin, Fredrik Jeppsson & Jesper Haglund. (2015) Conceptual Metaphor and Embodied Cognition in Science Learning: Introduction to special issue. International Journal of Science Education 37:5-6, pages 745-758.
Read now
Mitchell J. Nathan & Chelsea V.J. Martinez. (2015) Gesture as model enactment: the role of gesture in mental model construction and inference making when learning from text. Learning: Research and Practice 1:1, pages 4-37.
Read now
Lucy Macken & Paul Ginns. (2014) Pointing and tracing gestures may enhance anatomy and physiology learning. Medical Teacher 36:7, pages 596-601.
Read now
MarthaW. Alibali, MitchellJ. Nathan, MatthewS. Wolfgram, R. Breckinridge Church, StevenA. Jacobs, Chelsea Johnson Martinez & EricJ. Knuth. (2014) How Teachers Link Ideas in Mathematics Instruction Using Speech and Gesture: A Corpus Analysis. Cognition and Instruction 32:1, pages 65-100.
Read now
Reed Stevens. (2012) The Missing Bodies of Mathematical Thinking and Learning Have Been Found. Journal of the Learning Sciences 21:2, pages 337-346.
Read now
Rafael Núñez. (2012) On the Science of Embodied Cognition in the 2010s: Research Questions, Appropriate Reductionism, and Testable Explanations. Journal of the Learning Sciences 21:2, pages 324-336.
Read now
Rogers Hall & Ricardo Nemirovsky. (2012) Introduction to the Special Issue: Modalities of Body Engagement in Mathematical Activity and Learning. Journal of the Learning Sciences 21:2, pages 207-215.
Read now
MitchellJ. Nathan. (2012) Rethinking Formalisms in Formal Education. Educational Psychologist 47:2, pages 125-148.
Read now

Articles from other publishers (293)

Andrea Marquardt Donovan, Sarah A. Brown & Martha W. Alibali. (2023) Weakest link or strongest link?. Gesture.
Crossref
Ben Rydal Shapiro & Deborah Silvis. (2023) Animated movements, animating methods: An interaction geography approach to space and affect in early childhood education. Journal of Early Childhood Literacy.
Crossref
Wing-Leung Yeung & Oi-Lam Ng. (2023) Characterizing touchscreen actions in technology-enhanced embodied learning for mathematics instruction in K-12 setting – A systematic review (2010–2023). Computers & Education 205, pages 104881.
Crossref
Caroline R. van der Mescht. (2023) In word and deed: Embodying early literacy learning in gestures and postures. South African Journal of Childhood Education 13:1.
Crossref
Christian Leukel, Timo Leuders & Juliane Leuders. (2023) Decoding of spatial proportions using somatosensory feedback in sighted and visually impaired children. Trends in Neuroscience and Education 32, pages 100207.
Crossref
Camilla Björklund & Hanna Palmér. (2023) Enhancing Swedish Toddlers’ Learning Opportunities Through Interactions with Pictures and Narrative Designed for Numerical Learning Purposes. Early Childhood Education Journal.
Crossref
Omid Khatin-Zadeh, Danyal Farsani, Jiehui Hu & Fernando Marmolejo-Ramos. (2023) The role of perceptual and action effector strength of graphs and bases of mathematical metaphors in the metaphorical processing of mathematical concepts. Frontiers in Psychology 14.
Crossref
Jenny Yun‐Chen Chan, Avery H. Closser, Vy Ngo, Hannah Smith, Allison S. Liu & Erin Ottmar. (2023) Examining shifts in conceptual knowledge, procedural knowledge and procedural flexibility in the context of two game‐based technologies . Journal of Computer Assisted Learning 39:4, pages 1274-1289.
Crossref
Elias Euler & Bor Gregorcic. (2023) Visual display of qualitative information: Implications of using illustrations to depict video data. Physical Review Physics Education Research 19:2.
Crossref
Bodo Winter & Tyler Marghetis. (2023) Multimodality matters in numerical communication. Frontiers in Psychology 14.
Crossref
Jonathan Troup, Hortensia Soto & Aubrey Kemp. (2023) Developing Geometric Reasoning of the Relationship of the Cauchy Riemann Equations and Differentiation. International Journal of Research in Undergraduate Mathematics Education.
Crossref
Omid Khatin-Zadeh, Danyal Farsani, Jiehui Hu, Zahra Eskandari, Yanjiao Zhu & Hassan Banaruee. (2023) A Review of Studies Supporting Metaphorical Embodiment. Behavioral Sciences 13:7, pages 585.
Crossref
Emily McDougal, Priya Silverstein, Oscar Treleaven, Lewis Jerrom, Katie Gilligan‐Lee, Camilla Gilmore & Emily K. Farran. (2023) Assessing the impact of LEGO® construction training on spatial and mathematical skills. Developmental Science.
Crossref
Jenny Yun‐Chen Chan, Chloe Byrne, Janette Jerusal, Allison S. Liu, Justin Roberts & Erin Ottmar. (2023) Keep DRAGging ON : Is solving more problems in DragonBox 12 + associated with higher mathematical performance during the COVID ‐19 pandemic? . British Journal of Educational Technology 54:4, pages 943-966.
Crossref
Andreas Larsson & Karin Stolpe. (2022) Hands on programming: Teachers’ use of Metaphors in gesture and Speech make Abstract concepts tangible. International Journal of Technology and Design Education 33:3, pages 901-919.
Crossref
Candace Walkington, Mitchell J. Nathan, Wen Huang, Jonathan Hunnicutt & Julianna Washington. (2023) Multimodal analysis of interaction data from embodied education technologies. Educational technology research and development.
Crossref
Karel Boonstra, Marjolein Kool, Anna Shvarts & Paul Drijvers. (2023) Theories and practical perspectives on fostering embodied abstraction in primary school geometry education. Frontiers in Education 8.
Crossref
Julita Haber, Heng Xu & Kanu Priya. (2022) Harnessing virtual reality for management training: a longitudinal study. Organization Management Journal 20:3, pages 93-106.
Crossref
Nathalie Frey & Carina Lüke. (2023) Iconic gestures support novel word learning in multilingual students with SLCN in classrooms. Child Language Teaching and Therapy 39:2, pages 119-134.
Crossref
Julie L. Pennington, Cynthia H. Brock, Rachel G. Salas & James R. Gavelek. (2019) Repositioning White Monolingual English-Speaking Teachers’ Conceptions of Language: Counterstories and Embodied Learning. Urban Education 58:5, pages 838-866.
Crossref
Virginia J. Flood & Benedikt W. Harrer. (2023) Kinetically-held questions: Representational gesture post-stroke holds in whole-class interactions in STEM. Linguistics and Education 75, pages 101164.
Crossref
Abrar Almjally, Kate Howland, Judith Good & Benedict du Boulay. (2023) Investigating primary school children’s embodied expression of programming concepts. International Journal of Child-Computer Interaction 36, pages 100574.
Crossref
Heather Toomey Zimmerman, Susan M. Land, Lillyanna Faimon & Yu-Chen Chiu. (2023) Mobile augmented reality supporting families’ immersive collaborative learning: Learning-on-the-move for place-based geoscience sense-making. International Journal of Computer-Supported Collaborative Learning 18:2, pages 291-322.
Crossref
Wen Huang, Candace Walkington & Mitchell J. Nathan. (2023) Coordinating modalities of mathematical collaboration in shared VR environments. International Journal of Computer-Supported Collaborative Learning 18:2, pages 163-201.
Crossref
Xintian Tu, Joshua Danish, Megan Humburg, Mengxi Zhou, Nitasha Mathayas, Noel Enyedy & Tessaly Jen. (2023) Understanding young children’s science learning through embodied communication within an MR environment. International Journal of Computer-Supported Collaborative Learning 18:2, pages 231-258.
Crossref
Marios Pittalis & Paul Drijvers. (2023) Embodied instrumentation in a dynamic geometry environment: eleven-year-old students’ dragging schemes. Educational Studies in Mathematics 113:2, pages 181-205.
Crossref
Logan Fiorella. (2023) Making Sense of Generative Learning. Educational Psychology Review 35:2.
Crossref
Kun Liang, Xiao Ma, Jialin Zhang, Baogen Zhang, Fei Xin, Qiang Yuan, Dingyi Zhang, Ronggui Chen & Yan Tang. (2022) A Pilot Movement Integrity with Intelligent Play Program (MIIP): Effects on Math Performance and Enjoyment for Preschoolers in China. Child & Youth Care Forum 52:3, pages 703-719.
Crossref
Susanne Strachota, Ana Stephens, Karisma Morton, Ranza Veltri-Torres, Maria Blanton, Angela Murphy Gardiner, Yewon Sung, Rena Stroud & Eric Knuth. (2023) How tools mediate elementary students’ algebraic reasoning about evens and odds. Mathematics Education Research Journal.
Crossref
Qingtang Liu, Xinxin Zheng, Yaoyao Liu, Linjing Wu, Si Zhang, Ni Zhang & Qiyun Wang. (2023) Exploration of the characteristics of teachers' multimodal behaviours in problem‐oriented teaching activities with different response levels. British Journal of Educational Technology.
Crossref
Brendan Bentley, Kylie Walters & Gregory C. R. Yates. (2023) Using iconic hand gestures in teaching a year 8 science lesson. Applied Cognitive Psychology 37:3, pages 496-506.
Crossref
Spencer D. Kelly & Quang‐Anh Ngo Tran. (2023) Exploring the Emotional Functions of Co‐Speech Hand Gesture in Language and Communication. Topics in Cognitive Science.
Crossref
Tuba Akcakoca, Gonul Yazgan-Sag & Ziya Argun. (2023) An alternative path of embodying geometrical concepts: Student gestures. Pedagogical Research 8:2, pages em0152.
Crossref
Cecilia Andorno. (2023) Evolution is an arc along a timeline. Review of Cognitive Linguistics 21:1, pages 9-34.
Crossref
Wanqing Hu, Ruiyan Huang & Yanyan Li. (2023) Young Children’s Experience in Unplugged Activities About Computational Thinking: From an Embodied Cognition Perspective. Early Childhood Education Journal.
Crossref
Omid Khatin-Zadeh, Jiehui Hu, Fernando Marmolejo-Ramos & Danyal Farsani. (2023) The impact of gestural representation of metaphor schema on metaphor comprehension. Poznan Studies in Contemporary Linguistics 59:1, pages 117-131.
Crossref
Elias Euler, Lorena Solvang, Bor Gregorcic & Jesper Haglund. 2023. The International Handbook of Physics Education Research: Special Topics. The International Handbook of Physics Education Research: Special Topics 21-1 21-28 .
Catherine McCluskey, Anna Kilderry, Joanne Mulligan & Virginia Kinnear. (2023) The role of movement in young children’s spatial experiences: a review of early childhood mathematics education research. Mathematics Education Research Journal.
Crossref
Omid Khatin-Zadeh, Danyal Farsani & Adriana Breda. (2023) How can transforming representation of mathematical entities help us employ more cognitive resources?. Frontiers in Psychology 14.
Crossref
Jo Towers, Josh Markle & Everton Jacinto. (2023) Bodymarking: An Interpretive Framework for Analyzing Embodied Action in Classrooms. Canadian Journal of Science, Mathematics and Technology Education 23:1, pages 66-79.
Crossref
Jill Stefaniak, Andrew Tawfik & Justin Sentz. (2022) Supporting Dynamic Instructional Design Decisions Within a Bounded Rationality. TechTrends 67:2, pages 231-244.
Crossref
Kevin W. H. Tai & Li Wei. (2023) Embodied enactment of a hypothetical scenario in an English medium instruction secondary mathematics classroom: A translanguaging approach. Language Teaching Research, pages 136216882311528.
Crossref
Jenny Yun-Chen Chan, Lilly-Beth D. Linnell, Cindy Trac, Kathryn C. Drzewiecki & Erin Ottmar. (2023) Test of Times New Roman: effects of font type on mathematical performance. Educational Research for Policy and Practice.
Crossref
Octavio Poblete-Christie. (2023) Texturas corporales de la experiencia emocional de profesoras chilenas en aula. Márgenes Revista de Educación de la Universidad de Málaga 4:1, pages 53-70.
Crossref
Rebecca E. Vieyra, Colleen Megowan-Romanowicz, Daniel J. O'Brien, Chrystian Vieyra & Mina C. Johnson-Glenberg. 2023. Theoretical and Practical Teaching Strategies for K-12 Science Education in the Digital Age. Theoretical and Practical Teaching Strategies for K-12 Science Education in the Digital Age 131 152 .
Lauren E. Decker-Woodrow, Craig A. Mason, Ji-Eun Lee, Jenny Yun-Chen Chan, Adam Sales, Allison Liu & Shihfen Tu. (2023) The Impacts of Three Educational Technologies on Algebraic Understanding in the Context of COVID-19. AERA Open 9, pages 233285842311659.
Crossref
Frank Fischer, Daniel Sommerhoff & Anna Keune. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition) 44 56 .
Joshua A. Danish & Jasmine Y. Ma. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition) 1 11 .
Neila Chettaoui, Ayman Atia & Med Salim Bouhlel. (2022) Student Performance Prediction with Eye-Gaze Data in Embodied Educational Context. Education and Information Technologies 28:1, pages 833-855.
Crossref
Samantha D. Aguilar, Heather Burte, Zohreh Shaghaghian, Philip Yasskin, Jeffrey Liew & Wei Yan. 2023. Learning and Collaboration Technologies. Learning and Collaboration Technologies 3 21 .
Injila Rasul, Francisco Castro & Ivon Arroyo. 2023. Augmented Intelligence and Intelligent Tutoring Systems. Augmented Intelligence and Intelligent Tutoring Systems 298 306 .
Jenny Yun-Chen Chan, Avery Harrison Closser, Hannah Smith, Ji-Eun Lee, Kathryn C. Drzewiecki & Erin Ottmar. 2023. Mathematical Teaching and Learning. Mathematical Teaching and Learning 207 225 .
Mike Stieff, Stephanie Scopelitis & Matthew Lira. 2022. Student Reasoning in Organic Chemistry. Student Reasoning in Organic Chemistry 232 247 .
Tonje Jin & Kirsi Helkala. (2022) An On-Campus Approach to Online Mathematics Teaching: A Case Study on a Pre-Calculus Course. European Journal of Mathematics and Science Education 3:2, pages 191-207.
Crossref
Omid Khatin-Zadeh, Fernando Marmolejo-Ramos & Sven Trenholm. (2022) The Role of Motion-Based Metaphors in Enhancing Mathematical Thought: a Perspective from Embodiment Theories of Cognition. Journal of Cognitive Enhancement 6:4, pages 455-462.
Crossref
Omid Khatin-Zadeh, Zahra Eskandari, Babak Yazdani-Fazlabadi & Fernando Marmolejo-Ramos. (2022) Four Functions of Gesture in Promoting Thought Processes. Psychological Studies 67:4, pages 411-418.
Crossref
Ye Chen, Li Cao, Lin Guo & Jiaming Cheng. (2022) Driving is believing: Using telepresence robots to access makerspace for teachers in rural areas. British Journal of Educational Technology 53:6, pages 1956-1975.
Crossref
Martin H. Fischer, Arthur M. Glenberg, Korbinian Moeller & Samuel Shaki. (2021) Grounding (fairly) complex numerical knowledge: an educational example. Psychological Research 86:8, pages 2389-2397.
Crossref
Eleni Smyrnis, Paul Ginns & Janette Bobis. (2022) Mimicking tracing actions enhances young children's mathematical learning. Applied Cognitive Psychology 36:6, pages 1356-1364.
Crossref
Omid Khatin-Zadeh, Danyal Farsani, Zahra Eskandari & Fernando Marmolejo-Ramos. (2022) The roles of motion, gesture, and embodied action in the processing of mathematical concepts. Frontiers in Psychology 13.
Crossref
Dan Shi. (2022) Recontextualization as embodied and embedded sense-making activity: An ecosocial semiotic approach to languaging dynamics of teacher talk in university literature classrooms. Linguistics and Education 71, pages 101102.
Crossref
Rabih El Mouhayar. (2022) Teacher's and students’ use of gestures and home-language during classroom-talk to elicit a shared understanding of structure in figural patterns: A case study in a multilingual mathematics classroom. Linguistics and Education 71, pages 101088.
Crossref
Catherine Houdement, Cécile Hosson & Christophe HacheKarine BÉCU‐ROBINAULT. 2022. Semiotic Approaches in Science Didactics. Semiotic Approaches in Science Didactics 173 208 .
Ali Bicer & Aysenur Bicer. (2022) Understanding young students’ mathematical creative thinking processes through eye-tracking-stimulated recall interview. Mathematics Education Research Journal.
Crossref
Joseph Antonides & Michael T. Battista. (2022) Spatial-temporal-enactive structuring in combinatorial enumeration. ZDM – Mathematics Education 54:4, pages 795-807.
Crossref
Vesna Geršak, Tina Giber, Gregor Geršak & Jerneja Pavlin. (2022) Are Psychophysiological Wearables Suitable for Comparing Pedagogical Teaching Approaches?. Sensors 22:15, pages 5704.
Crossref
Hortensia Soto & Michael Oehrtman. (2022) Undergraduates’ exploration of contour integration: What is Accumulated?. The Journal of Mathematical Behavior 66, pages 100963.
Crossref
Avery H. Closser, John A. Erickson, Hannah Smith, Ashvini Varatharaj & Anthony F. Botelho. (2022) Blending learning analytics and embodied design to model students’ comprehension of measurement using their actions, speech, and gestures. International Journal of Child-Computer Interaction 32, pages 100391.
Crossref
Oi-Lam Ng & Huiyan Ye. (2022) Mathematics learning as embodied making: primary students’ investigation of 3D geometry with handheld 3D printing technology. Asia Pacific Education Review 23:2, pages 311-323.
Crossref
Luigi F. Cuturi, Giulia Cappagli, Nikoleta Yiannoutsou, Sara Price & Monica Gori. (2021) Informing the design of a multisensory learning environment for elementary mathematics learning. Journal on Multimodal User Interfaces 16:2, pages 155-171.
Crossref
Paul J. Weinberg & Erika K. Sorensen‐Weinberg. (2022) Embodied cognition through participatory simulation and mathematical description: Supporting mechanistic reasoning and explanation. Science Education 106:3, pages 505-544.
Crossref
Mitchell J. Nathan & R. Keith Sawyer. 2022. The Cambridge Handbook of the Learning Sciences. The Cambridge Handbook of the Learning Sciences 27 52 .
. 2022. The Cambridge Handbook of the Learning Sciences. The Cambridge Handbook of the Learning Sciences 25 174 .
Monica Gori, Sara Price, Fiona N. Newell, Nadia Berthouze & Gualtiero Volpe. (2022) Multisensory Perception and Learning: Linking Pedagogy, Psychophysics, and Human–Computer Interaction. Multisensory Research 35:4, pages 335-366.
Crossref
Xinhao Xu & Fang Wang. (2021) Engineering Lab in Immersive VR—An Embodied Approach to Training Wafer Preparation. Journal of Educational Computing Research 60:2, pages 455-480.
Crossref
Maria Kolovou. (2022) In Search of Assessment Shifts in Embodied Learning Science Research: a Review. Journal of Science Education and Technology 31:2, pages 246-257.
Crossref
Ji-Eun Lee, Caroline Byrd Hornburg, Jenny Yun-Chen Chan & Erin Ottmar. (2022) Perceptual and number effects on students’ initial solution strategies in an interactive online mathematics game. Journal of Numerical Cognition 8:1, pages 166-182.
Crossref
Rachel Lambert, David Hernández-Saca, Rebeca Mireles-Rios & Marilyn Monroy Castro. (2022) “It Is Like a Feeling”: Theorizing Emotion in Mathematics through Complex Embodiment. Mathematics 10:6, pages 937.
Crossref
Masniladevi Masniladevi. (2022) Student Gestures in Solving Mathematics Problems in Group Discussion Activities. Jurnal Ilmiah Sekolah Dasar 6:1, pages 157-164.
Crossref
Neila Chettaoui, Ayman Atia & Med Salim Bouhlel. (2021) Exploring the Impact of Interaction Modality on Students’ Learning Performance. Journal of Educational Computing Research 60:1, pages 4-27.
Crossref
Serena Lee-Cultura, Kshitij Sharma & Michail Giannakos. (2022) Children’s play and problem-solving in motion-based learning technologies using a multi-modal mixed methods approach. International Journal of Child-Computer Interaction 31, pages 100355.
Crossref
Lise E. Welch, Jessica F. Shumway, Jody Clarke-Midura & Victor R. Lee. (2022) Exploring Measurement through Coding: Children’s Conceptions of a Dynamic Linear Unit with Robot Coding Toys. Education Sciences 12:2, pages 143.
Crossref
Xinhao Xu, Jina Kang & Lili Yan. (2021) Understanding embodied immersion in technology‐enabled embodied learning environments. Journal of Computer Assisted Learning 38:1, pages 103-119.
Crossref
Ross C. Anderson, Jennifer Katz-Buonincontro, Tracy Bousselot, David Mattson, Nathan Beard, Jessica Land & Mari Livie. (2022) How am I a creative teacher? Beliefs, values, and affect for integrating creativity in the classroom. Teaching and Teacher Education 110, pages 103583.
Crossref
Ard W. Lazonder & Noortje Janssen. (2022) Quotation accuracy in educational research articles. Educational Research Review 35, pages 100430.
Crossref
Lora Khatib, Yaoran Li, David Geary & Vitaliy Popov. (2022) Meta-analysis on the relation between visuomotor integration and academic achievement: Role of educational stage and disability. Educational Research Review 35, pages 100412.
Crossref
Vanessa De Andrade, Sofia Freire, Mónica Baptista & Yael Shwartz. (2022) Drawing as a Space for Social-Cognitive Interaction. Education Sciences 12:1, pages 45.
Crossref
梦妮 谭. (2022) Research on the Relationship between Metaphoric Gesture and Language, Cognition. Modern Linguistics 10:04, pages 725-730.
Crossref
K. G. Srinivasa, Muralidhar Kurni & Kuppala SarithaK. G. Srinivasa, Muralidhar Kurni & Kuppala Saritha. 2022. Learning, Teaching, and Assessment Methods for Contemporary Learners. Learning, Teaching, and Assessment Methods for Contemporary Learners 177 200 .
Oi-Lam Ng & Huiyan Ye. 2022. Learning Mathematics in the Context of 3D Printing. Learning Mathematics in the Context of 3D Printing 143 162 .
Candace Walkington & Dawn M. Woods. 2022. Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof. Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof 49 64 .
Sheila L. Macrine & Jennifer M. B. Fugate. (2021) Translating Embodied Cognition for Embodied Learning in the Classroom. Frontiers in Education 6.
Crossref
Anne Kær Gejl, Anne Sofie Bøgh Malling, Linn Damsgaard, Anne-Mette Veber-Nielsen & Jacob Wienecke. (2021) Motor-enriched learning for improving pre-reading and word recognition skills in preschool children aged 5–6 years – study protocol for the PLAYMORE randomized controlled trial. BMC Pediatrics 21:1.
Crossref
Logan Fiorella. 2021. The Cambridge Handbook of Multimedia Learning. The Cambridge Handbook of Multimedia Learning 286 295 .
. 2021. The Cambridge Handbook of Multimedia Learning. The Cambridge Handbook of Multimedia Learning 275 336 .
Clemence Chikiwa. (2021) Gestures and the Spoken Language: A Crucial Semiotic and Symbiotic Relationship in Multilingual Mathematics Classes. Eurasia Journal of Mathematics, Science and Technology Education 17:12, pages em2034.
Crossref
Frank Reinhold, Anselm Strohmaier, Zoraida Finger-Collazos & Kristina Reiss. (2021) Considering Teachers’ Beliefs, Motivation, and Emotions Regarding Teaching Mathematics With Digital Tools: The Effect of an In-Service Teacher Training. Frontiers in Education 6.
Crossref
Asnat R. Zohar & Sharona T. Levy. (2021) From feeling forces to understanding forces: The impact of bodily engagement on learning in science. Journal of Research in Science Teaching 58:8, pages 1203-1237.
Crossref
Lei Yuan, Richard Prather, Kelly Mix & Linda Smith. (2021) The First Step to Learning Place Value: A Role for Physical Models?. Frontiers in Education 6.
Crossref
Hui WANG & Guangzheng LI. (2022) Children’s gestures and the relationship with learning. Advances in Psychological Science 29:9, pages 1617-1627.
Crossref
Sofia Tancredi, Rotem Abdu, Dor Abrahamson & Ramesh Balasubramaniam. (2021) Modeling nonlinear dynamics of fluency development in an embodied-design mathematics learning environment with Recurrence Quantification Analysis. International Journal of Child-Computer Interaction 29, pages 100297.
Crossref
Neta Shaby & Dana Vedder‐Weiss. (2021) Embodied interactions in a science museum. Science Education 105:5, pages 938-960.
Crossref
Xinhao Xu & Fengfeng Ke. (2021) Learning Number Conversions Through Embodied Interactions. Technology, Knowledge and Learning.
Crossref
Gila Cohen Zilka. (2021) Advantages and disadvantages of regularly using a laptop computer in class, in primary and secondary schools and in higher education from the point of view of preservice teachers. The International Journal of Information and Learning Technology 38:4, pages 364-380.
Crossref
Xintian Tu, Chris Georgen, Joshua A. Danish & Noel Enyedy. (2021) Elementary students learning science in an MR environment by constructing liminal blends through action on props. Information and Learning Sciences 122:7/8, pages 525-545.
Crossref
Anna Jelec. (2021) Book review. Journal of Pragmatics 181, pages 3-5.
Crossref
Yanghee Kim & Michael Tscholl. (2021) Young children’s embodied interactions with a social robot. Educational Technology Research and Development 69:4, pages 2059-2081.
Crossref
Mitchell J. Nathan & Michael I. Swart. (2020) Materialist epistemology lends design wings: educational design as an embodied process. Educational Technology Research and Development 69:4, pages 1925-1954.
Crossref
Theodore J. Kopcha, Ceren Ocak & Yingxiao Qian. (2020) Analyzing children’s computational thinking through embodied interaction with technology: a multimodal perspective. Educational Technology Research and Development 69:4, pages 1987-2012.
Crossref
Yoav Bergner, Shiri Mund, Ofer Chen & Willie Payne. (2020) Leveraging interest-driven embodied practices to build quantitative literacies: A case study using motion and audio capture from dance. Educational Technology Research and Development 69:4, pages 2013-2036.
Crossref
Melissa Bremmer. (2020) Where’s the body? Reconsidering the concept of pedagogical content knowledge through research in music education with Dutch specialist preschool music teachers. British Journal of Music Education 38:2, pages 119-130.
Crossref
Tom Feldges. (2020) Bodily feelings and atmospheres the felt situational impact upon education. Phenomenology and the Cognitive Sciences 20:3, pages 501-519.
Crossref
Xiaopeng Gong & ChungFan Ni. 2021. Rationalist Bias in Communication Theory. Rationalist Bias in Communication Theory 109 125 .
José María Gavilán-Izquierdo & Inés Gallego-Sánchez. (2021) How an Upper Secondary School Teacher Provides Resources for the Transition to University: A Case Study. International Electronic Journal of Mathematics Education 16:2, pages em0634.
Crossref
Elizabeth M. Wakefield, Miriam A. Novack, Eliza L. Congdon & Lauren H. Howard. (2021) Individual differences in gesture interpretation predict children’s propensity to pick a gesturer as a good informant. Journal of Experimental Child Psychology 205, pages 105069.
Crossref
Higinio Dominguez. (2021) Fraction detectives: bilingual students investigate the hidden identities of equivalent fractions. ZDM – Mathematics Education 53:2, pages 393-404.
Crossref
Raychel Gordon & Geetha B. Ramani. (2021) Integrating Embodied Cognition and Information Processing: A Combined Model of the Role of Gesture in Children's Mathematical Environments. Frontiers in Psychology 12.
Crossref
Sara Price, Nikoleta Yiannoutsou, Rose Johnson & Laura Outhwaite. (2020) Enacting Elementary Geometry: Participatory ‘Haptic’ Sense-Making. Digital Experiences in Mathematics Education 7:1, pages 22-47.
Crossref
Sharon Oviatt, Jionghao Lin & Abishek Sriramulu. (2021) I Know What You Know: What Hand Movements Reveal about Domain Expertise. ACM Transactions on Interactive Intelligent Systems 11:1, pages 1-26.
Crossref
Casey Hord, Marissa Duppstadt, Samantha Marita & Stephanie Pescatrice. (2019) Access to seventh grade mathematics: A case study of two students with mild intellectual disability. Journal of Intellectual Disabilities 25:1, pages 31-49.
Crossref
Alexander Salle & Christina Krause. (2020) Kognitive Funktionen von Gesten beim mathematischen ArbeitenCognitive functions of gestures in mathematical working processes. Journal für Mathematik-Didaktik 42:1, pages 123-158.
Crossref
Nikita Soni, Alice Darrow, Annie Luc, Schuyler Gleaves, Carrie Schuman, Hannah Neff, Peter Chang, Brittani Kirkland, Jeremy Alexandre, Amanda Morales, Kathryn A. Stofer & Lisa Anthony. (2021) Affording embodied cognition through touchscreen and above-the-surface gestures during collaborative tabletop science learning. International Journal of Computer-Supported Collaborative Learning 16:1, pages 105-144.
Crossref
Icy (Yunyi) Zhang, Karen B. Givvin, Jeffrey M. Sipple, Ji Y. Son & James W. Stigler. (2021) Instructed Hand Movements Affect Students’ Learning of an Abstract Concept From Video. Cognitive Science 45:2.
Crossref
Αthanasios Kanellopoulos, Maria Koutsouba & Yiannis Giossos. (2021) Proposition for the Introduction of the Concept Telemathesis in Videoconferencing in Distance Education. European Journal of Open, Distance and E-Learning 23:2, pages 83-98.
Crossref
Yiannis Georgiou & Eleni A. Kyza. (2021) Bridging narrative and locality in mobile-based augmented reality educational activities: Effects of semantic coupling on students’ immersion and learning gains. International Journal of Human-Computer Studies 145, pages 102546.
Crossref
Fuxing Wang, Chunying Gao, Jordy Kaufman, Yu Tong & Jiaxue Chen. (2021) Watching versus touching: The effectiveness of a touchscreen app to teach children to tell time. Computers & Education 160, pages 104021.
Crossref
Yiannis Georgiou & Andri Ioannou. (2020) Developing, Enacting and Evaluating a Learning Experience Design for Technology-Enhanced Embodied Learning in Math Classrooms. TechTrends 65:1, pages 38-50.
Crossref
Timothy Bickmore, Prasanth Murali, Yunus Terzioglu & Shuo Zhou. 2021. Social Robotics. Social Robotics 386 396 .
Christine Preston, Jennifer Way & Eleni Smyrnis. 2021. Complexity and Simplicity in Science Education. Complexity and Simplicity in Science Education 159 175 .
Tamer Soliman, A. K. Munion, Brenna Goodwin, Benjamin Gelbart, Chris Blais & Arthur M. Glenberg. 2021. Handbook of Embodied Psychology. Handbook of Embodied Psychology 403 421 .
Janika Leoste, Luis Pastor, José San Martín López, Carlos Garre, Paul Seitlinger, Pilar Martino & Elena Peribáñez. 2021. Robotics in Education. Robotics in Education 26 37 .
Neila Chettaoui, Ayman Atia & Med Salim Bouhlel. (2020) Exploring the Impact of Multimodal Adaptive Learning with Tangible Interaction on Learning Motivation. Exploring the Impact of Multimodal Adaptive Learning with Tangible Interaction on Learning Motivation.
Virginia J. Flood, Anna Shvarts & Dor Abrahamson. (2020) Teaching with embodied learning technologies for mathematics: responsive teaching for embodied learning. ZDM 52:7, pages 1307-1331.
Crossref
Alexander Salle. (2020) Analyzing Self-Explanations in Mathematics: Gestures and Written Notes Do Matter. Frontiers in Psychology 11.
Crossref
Keri Duncan Valentine & J. Kopcha Theodore. (2020) Manifestations of Middle School Learners’ Problematization Activity as an Embodied Phenomenon. Journal for Research in Mathematics Education 51:5, pages 541-573.
Crossref
Daranee Lehtonen, Lucas Machado, Jorma Joutsenlahti & Päivi Perkkilä. (2020) The Potentials of Tangible Technologies for Learning Linear Equations. Multimodal Technologies and Interaction 4:4, pages 77.
Crossref
S Putrawangsa & U Hasanah. (2020) Mathematics Education in Digital Era: Utilizing Spatialized Instrumentation in Digital Learning Tools to Promote Conceptual Understanding. Journal of Physics: Conference Series 1657:1, pages 012086.
Crossref
Katharina Scheiter, Birgit Brucker & Shaaron Ainsworth. (2020) “Now move like that fish”: Can enactment help learners come to understand dynamic motion presented in photographs and videos?. Computers & Education 155, pages 103934.
Crossref
Elif Karsli-Calamak & Martha Allexsaht-Snider. (2020) Manifestations of Mathematics within the Power Dynamics in a Pre-K Classroom. Teachers College Record: The Voice of Scholarship in Education 122:9, pages 1-42.
Crossref
Dor Abrahamson, Mitchell J. Nathan, Caro Williams-Pierce, Candace Walkington, Erin R. Ottmar, Hortensia Soto & Martha W. Alibali. (2020) The Future of Embodied Design for Mathematics Teaching and Learning. Frontiers in Education 5.
Crossref
Sara Price, Nikoleta Yiannoutsou & Yvonne Vezzoli. (2020) Making the Body Tangible: Elementary Geometry Learning through VR. Digital Experiences in Mathematics Education 6:2, pages 213-232.
Crossref
John D. Bonvillian, Nicole Kissane Lee, Tracy T. Dooley & Filip T. Loncke. 2020. Simplified Signs. Simplified Signs.
Yangke Zhao, Chuansheng Chen & Xiuying Qian. (2020) The Role of Hand Movement in Spatial Serial Order Memory. Multisensory Research 33:3, pages 313-335.
Crossref
Melissa Bremmer & Luc Nijs. (2020) The Role of the Body in Instrumental and Vocal Music Pedagogy: A Dynamical Systems Theory Perspective on the Music Teacher's Bodily Engagement in Teaching and Learning. Frontiers in Education 5.
Crossref
Mara Otten, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, Jan Boom & Aiso Heinze. (2020) Are Physical Experiences with the Balance Model Beneficial for Students’ Algebraic Reasoning? An Evaluation of two Learning Environments for Linear Equations. Education Sciences 10:6, pages 163.
Crossref
Emily K. Johnson, Amy L. Giroux & Yovanna Pineda. (2020) Work-in-Progress—Context is Key in Immersive Learning Environments. Work-in-Progress—Context is Key in Immersive Learning Environments.
Susan J. Ferguson. (2020) 2019 Hans O. Mauksch Address Teaching: The Body in Question. Teaching Sociology 48:2, pages 91-106.
Crossref
Jiumin Yang, Fangfang Zhu, Peiyu Guo & Zhongling Pi. (2019) Instructors' gestures enhance their teaching experience and performance while recording video lectures. Journal of Computer Assisted Learning 36:2, pages 189-198.
Crossref
Andrew Manches, Peter E. McKenna, Gnanathusharan Rajendran & Judy Robertson. (2020) Identifying embodied metaphors for computing education. Computers in Human Behavior 105, pages 105859.
Crossref
Lian-Ming Yeo & Yuh-Tsuen Tzeng. (2019) Cognitive Effect of Tracing Gesture in the Learning from Mathematics Worked Examples. International Journal of Science and Mathematics Education 18:4, pages 733-751.
Crossref
Teruni Lamberg, Linda Gillette-Koyen & Diana Moss. (2020) Supporting Teachers to Use Formative Assessment for Adaptive Decision Making. Mathematics Teacher Educator 8:2, pages 37-58.
Crossref

Displaying 200 of 342 citing articles. Use the download link below to view the full list of citing articles.

Download full citations list

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.