In Embodiment in Mathematics Teaching and Learning: Evidence From Learners’ and Teachers’ Gestures, Martha W. Alibali and Mitchell J. Nathan present research that shows how the gestures teachers and learners use show mathematical knowledge. Specifically, they discuss 3 types of gestures, which occur in instruction and explanations:
- Pointing gestures, which link speech to the physical environment.
- Representational gestures, which include a person, teacher or learner, using body movements to communicate a specific meaning.
- Metaphoric gestures, which are visual representations of abstract ideas.
The researchers mention that pointing gestures were by far the most commonly seen types in elementary classroom, likely because of the prevalence of manipulative in those classrooms. All of the types of gestures were used by speakers when thinking and explaining mathematical ideas were thought to be intentionally produced to facilitate communication.
Alibali and Nathan conclude “embodied knowledge is an integral component of mathematical thinking and learning. Gestures thus provide a unique and informative source of evidence regarding the nature of mathematical thinking” (p. 274) They believe that gestures should be implicitly taught in teacher education programs, as they are as important as managing and assessing a classroom.
I had several stops in this article. One of the parts of their research that I wondered about was how the data was collected. Were they recording classes? They must have been, but there is not much discussion on this point. I was also wondering how many teachers and learners they studied and at what ages. They do discuss how elementary teachers use pointing gestures more frequently than the other two types, but what is the difference? Is it significant? I would assume so, as it is mentioned as an important fact.
I found it interesting that elementary teachers used pointing the most often. Certainly I can appreciate that it makes sense that they wouldn’t use the metaphoric gestures as frequently, as they are connected to abstract ideas and mathematics-based abstraction is only introduced at the end of elementary. But I was a little surprised that elementary teachers didn’t use representational movements more. I think of these movements as a way to connect the concept to the students. When you get students moving and doing, I have found they are much more likely to learn and remember the concept in the following year.
As the article mentions, it provides compelling proof that gestures are very important to cognition in the mathematics classroom. It made me wonder whether most teachers are aware both of the importance of gesturing, but also if they are doing the gesturing consciously or unconsciously. Are learners gesturing only if they have had a teacher who consciously uses gestures in the classroom?
Do you see gestures as being an integral part of your teaching? Upon reflection, do you think you use one type of gesture more frequently than others? Or are you not aware of the gestures you use?
