Metaphoric understandings emerge when conceptual mappings link elements of one domain with elements of another. Cross-domain mappings seem powerful and creative, but even mundane meanings involve mappings that link elements with one another. Instructional interactions bring the process of conceptual mapping into the open as one person strives to shape the understanding of another. Using data from a study of time-telling instruction, this chapter describes two important functions of gestures during instruction: (1) guiding mappings that link conceptual models with structures in the environment, and (2) adding image-schematic structure to the conceptualization. Both help form the understanding needed to perform successfully. These critical functions of gesture are apparent only when discourse is treated as multimodal and contextual – as involving the interrelation of talk, gesture, and action with the setting and purpose of activity.
2012. Embodiment in Mathematics Teaching and Learning: Evidence From Learners' and Teachers' Gestures. Journal of the Learning Sciences 21:2 ► pp. 247 ff.
Bohlmann, Nina
2019. Unequal bodies: corporeality and social inequality in mathematics classrooms. ZDM 51:2 ► pp. 263 ff.
Chui, Kawai
2011. Conceptual metaphors in gesture. cogl 22:3 ► pp. 437 ff.
Cienki, Alan
2024. Metaphor in Gesture in an Organizational Context. In The Oxford Handbook of Metaphor in Organization Studies, ► pp. 286 ff.
Lindenberg, Dennis
2023. ‘The Genome Is the Brain of the Cell!’ How Japanese English Learners Mediate Understanding of Academic Content through Metaphor. Metaphor and Symbol 38:1 ► pp. 23 ff.
Mittelberg, Irene
2018. Gestures as image schemas and force gestalts: A dynamic systems approach augmented with motion-capture data analyses. Cognitive Semiotics 11:1
Nathan, Mitchell J. & Martha W. Alibali
2021. An Embodied Theory of Transfer of Mathematical Learning. In Transfer of Learning [Research in Mathematics Education, ], ► pp. 27 ff.
Nathan, Mitchell J., Amelia Yeo, Rebecca Boncoddo, Autumn B. Hostetter & Martha W. Alibali
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