@article{TEXTUAL,
      recid = {13250},
      author = {Seccia, Amanda and Goldin-Meadow, Susan},
      title = {Gestures can help children learn mathematics: How  researchers can work with teachers to make gesture studies  applicable to classrooms},
      journal = {Philosophical Transactions of the Royal Society B},
      address = {2024-08-19},
      number = {TEXTUAL},
      abstract = {<p>The gestures we produce serve a variety of  functions—they affect our communication, guide our  attention and help us think and change the way we think.  Gestures can consequently also help us learn, generalize  what we learn and retain that knowledge over time. The  effects of gesture-based instruction in mathematics have  been well studied. However, few of these studies are  directly applicable to classroom environments. Here, we  review literature that highlights the benefits of producing  and observing gestures when teaching and learning  mathematics, and we provide suggestions for designing  research studies with an eye towards how gestures can  feasibly be applied to classroom learning.</p> <p>This  article is part of the theme issue ‘Minds in movement:  embodied cognition in the age of artificial  intelligence’.</p>},
      url = {http://knowledge.uchicago.edu/record/13250},
}