Article published In:
Vol. 22:1 (2023) ► pp.138
References (43)
Adesope, O. O., & Nesbit, J. C.
(2012) Verbal redundancy in multimedia learning environments: A meta-analysis. Journal of Educational Psychology, 104 1, 250–263. DOI logoGoogle Scholar
Ainsworth, S.
(2006) DeFT: A conceptual framework for considering learning with multiple representations. Learning and Instruction, 16 (3), 183–198. DOI logoGoogle Scholar
Alibali, M. W., & Nathan, M. J.
(2007) Teachers’ gestures as a means of scaffolding students’ understanding: Evidence from an early algebra lesson. In R. Goldman, R. Pea, B. Barron, & S. J. Derry. (Eds.), Video research in the learning sciences (pp. 349–365). Mahwah, NJ: Erlbaum.Google Scholar
(2012) Embodiment in mathematics teaching and learning: Evidence from learners’ and teachers’ gestures. Journal of the Learning Sciences, 21 1, 247–286. DOI logoGoogle Scholar
Alibali, M. W., Nathan, M. J., Church, R. B., Wolfgram, M. S., Kim, S., & Knuth, E. J.
(2013) Gesture and speech in mathematics lessons: Forging common ground by resolving trouble spots. ZDM – International Journal on Mathematics Education, 45 1, 425–440. DOI logoGoogle Scholar
Alibali, M. W., Nathan, M. J., & Fujimori, Y.
(2011) Gestures in the mathematics classroom: What’s the point? In N. L. Stein & S. W. Raudenbush. (Eds.), Developmental Cognitive Science Goes to School (pp. 219–234). New York, NY: Routledge.Google Scholar
Alibali, M. W., Nathan, M. J., Wolfgram, M. S., Church, R. B., Jacobs, S. A., Martinez, C. J., & Knuth, E. J.
(2014) How teachers link ideas in mathematics instruction using speech and gesture: A corpus analysis. Cognition and Instruction, 32 (1), 65–100. DOI logoGoogle Scholar
Alibali, M. W., Young, A. G., Crooks, N. M., Yeo, A., Wolfgram, M. S., Ledesma, I. M., Church, R. B., & Knuth, E. J.
Brown, S. A., & Alibali, M. W.
(2018) What kind of problem is this? Labels guide generalization of math strategies [Abstract]. In T. T. Rogers, M. Rau, X. Zhu, & C. W. Kalish. (Eds.), Proceedings of the 40th Annual Conference of the Cognitive Science Society (p. 2818). Austin TX: Cognitive Science Society.Google Scholar
(2019, March). (In)consistent labeling of math strategies and problems guides strategy choice. Poster presented at the Biennial Meeting of the Society for Research in Child Development, Baltimore, MD.Google Scholar
Bruner, J. S.
(1966) Towards a theory of instruction. Cambridge, MA: Belknap Press.Google Scholar
Carpenter, S. K., Wilford, M. M., Kornell, N., & Mullaney, K. M.
(2013) Appearances can be deceiving: Instructor fluency increases perceptions of learning without increasing actual learning. Psychonomic Bulletin & Review, 20 (6), 1350–1356. DOI logoGoogle Scholar
Carpenter, S. K., Northern, P. E., Tauber, S. “U.”, & Toftness, A. R.
(2020) Effects of lecture fluency and instructor experience on students’ judgments of learning, test scores, and evaluations of instructors. Journal of Experimental Psychology: Applied, 26 (1), 26–39. DOI logo
Church, R. B., Ayman-Nolley, S., & Mahootian, S.
(2004) The role of gesture in bilingual education: Does gesture enhance learning? International Journal of Bilingual Education and Bilingualism, 7 1, 303–319. DOI logoGoogle Scholar
Cook, S. W., Duffy, R. G., & Fenn, K. M.
(2013) Consolidation and transfer of learning after observing hand gesture. Child Development, 84 (6), 1863–1871. DOI logoGoogle Scholar
Crooks, N. M., & Alibali, M. W.
(2014) Defining and measuring conceptual knowledge in mathematics. Developmental Review, 34 1, 344–377. DOI logoGoogle Scholar
Donovan, A. M., & Fyfe, E. R.
(2022) Connecting concrete objects and abstract symbols promotes children’s place value knowledge. Educational Psychology, 42(8), 1008–1026. DOI logoGoogle Scholar
Donovan, A. M., & Fyfe, E. R.
(2022) Connecting manipulatives and symbols promotes mathematics learning. Concrete Connections. Educational Psychology. DOI logoGoogle Scholar
Donovan, A. G., & Donovan, A. M.
(2022) Catchment multiplication representations instructor images. Available at [URL] (last access 1 November 2023). DOI logo
Fennell, F., & Rowan, T.
(2001) Representation: An important process for teaching and learning mathematics. Teaching Children Mathematics, 7 (5), 288. DOI logoGoogle Scholar
Flevares, L. M., & Perry, M.
(2001) How many do you see? The use of nonspoken representations in first-grade mathematics lessons. Journal of Educational Psychology, 93 (2), 330–345. DOI logoGoogle Scholar
Fyfe, E. R., & Nathan, M. J.
(2019) Making “concreteness fading” more concrete as a theory of instruction for promoting transfer, Educational Review, 71 1, 403–422. DOI logoGoogle Scholar
Hiebert, J., Carpenter, T. P., Fennema, E., Fuson, K. C., Wearne, D., Murray, H., Olivier, A., & Human, P.
(1997) Making Sense: Teaching and Learning Mathematics with Understanding. Portsmouth, NH: Heinemann.Google Scholar
Kendon, A.
(1972) Some relationships between body motion and speech: An analysis of an example. In A. W. Siegman & B. Pope. (Eds.), Studies in Dyadic Communication (pp. 177–210). Elmsford, NY: Pergamon. DOI logoGoogle Scholar
Mayer, R. E., Heiser, J., & Lonn, S.
(2001) Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93 1, 187–198. DOI logoGoogle Scholar
McNeil, N. M., & Fyfe, E. R.
(2012) “Concreteness fading” promotes transfer of mathematical knowledge. Learning and Instruction, 22 1, 440–448. DOI logoGoogle Scholar
McNeill, D.
(2000a) Catchments and contexts: Non-modular factors in speech and gesture production. In D. McNeill (Ed.), Language and Gesture (pp. 312–328). Cambridge, UK: Cambridge University Press. DOI logoGoogle Scholar
(2000b) Growth points, catchments, and contexts. Cognitive Studies, 7 (1), 22–36.Google Scholar
McNeill, D., Quek, F., McCullough, K. -E., Duncan, S., Furuyama, N., Bryll, R., Ma, X. -F., & Ansari, R.
(2001) Catchments, prosody and discourse. Gesture, 1 (1), 9–33. DOI logoGoogle Scholar
McNeill, D.
(2002) Gesture and language dialectic. Acta Linguistica Hafniensia, 34 (1), 7–37. DOI logoGoogle Scholar
Mortimer, E. F., Pereira, R. R., & Moro, L.
(2019) The use of recurrent gestures to give cohesion to classroom discourse. In L. Xu, G. Aranda, W. Widjaja, & D. Clarke. (Eds.), Video-based research in education: Cross-disciplinary perspectives (pp. 176–193). Routledge.Google Scholar
Nathan, M. J., & Alibali, M. W.
(2011) How gesture use enables intersubjectivity in the classroom. In G. Stam & M. Ishino. (Eds.), Integrating gestures: The interdisciplinary nature of gesture (pp. 257–266). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Pozzer-Ardenghi, L., & Roth, W. -M.
(2008) Catchments, growth points and the iterability of signs in classroom communication. Semiotica, 172 1, 389–409. DOI logoGoogle Scholar
Rau, M. A., & Matthews, P. G.
(2017) How to make ‘more’ better? Principles for effective use of multiple representations to enhance students’ learning about fractions. ZDM, 491, 531–544. DOI logoGoogle Scholar
Richland, L. E., Zur, O., & Holyoak, K. J.
(2007) Cognitive supports for analogies in the mathematics classroom. Science, 316 (5828), 1128–1129. DOI logoGoogle Scholar
Richland, L. E.
(2015) Linking gestures: Cross-cultural variation during instructional analogies. Cognition and Instruction, 33 1, 295–321. DOI logoGoogle Scholar
Serra, M. J., & Magreehan, D. A.
(2016) Instructor fluency correlates with students’ ratings of their learning and their instructor in an actual course. Creative Education, 7 (8). DOI logoGoogle Scholar
Sidney, P. G., & Thompson, C. A.
(2019) Implicit analogies in learning: Supporting transfer by warming up. Current Directions in Psychological Science, 28 (6), 619–625. DOI logoGoogle Scholar
Valenzeno, L., Alibali, M. W., & Klatzky, R. L.
(2003) Teachers’ gestures facilitate students’ learning: A lesson in symmetry. Contemporary Educational Psychology, 28 1, 187–204. DOI logoGoogle Scholar
Wakefield, E. M., Novack, M. A., Congdon, E. L., & Howard, L. H.
(2021) Individual differences in gesture interpretation predict children’s propensity to pick a gesturer as a good informant. Journal of Experimental Child Psychology, 205 1, 105069. DOI logoGoogle Scholar
Williams, W. M., & Ceci, S. J.
(1997) “How’m I doing?” Problems with student ratings of instructors and courses. Change: The Magazine of Higher Learning, 29 (5), 12–23. DOI logoGoogle Scholar
Wilson, A. A., Boatright, M. D., & Landon-Hays, M.
(2014) Middle school teachers’ discipline-specific use of gestures and implications for disciplinary literacy instruction. Journal of Literacy Research, 46 (2), 234–262. DOI logoGoogle Scholar
Yeo, A., Ledesma, I., Nathan, M. J., Alibali, M. W., & Church, R. B.
(2017) Teachers’ gestures and students’ learning: Sometimes “hands off” is better. Cognitive Research: Principles and Implications, 2, 41. DOI logoGoogle Scholar
Cited by (1)

Cited by 1 other publications

Alibali, Martha W., Rui Meng, Andrea Marquardt Donovan, Meixia Ding & Amelia Yeo
2024. How teachers make connections among ideas in mathematics instruction [Advances in Child Development and Behavior, ], DOI logo

This list is based on CrossRef data as of 4 july 2024. 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.