Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/751
Title: The Effect of Inhibiting Hand Gestures on Mathematical Reasoning
Authors: Walkington, Candace A
Woods, Dawn
Nathan, Mitchell
Chelule, Geoffrey
Wang, Min
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Walkington, C. A., Woods, D., Nathan, M., Chelule, G., & Wang, M. (2018). The Effect of Inhibiting Hand Gestures on Mathematical Reasoning. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.
Abstract: Gestures are associated with powerful forms of mathematical understanding. However, determining the causative role of gestures has been more elusive. In the present study, we inhibit students’ gestures by restraining their hands, and examine how this impacts their problem-solving when presented with geometric conjectures to prove. We find no effect for gesture inhibition across a variety of measures.
URI: https://doi.dx.org/10.22318/cscl2018.1591
https://repository.isls.org//handle/1/751
Appears in Collections:ICLS 2018

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