Embodiment in mathematics teaching and learning: Evidence from learners' and teachers' gestures
Journal of the learning sciences, 21 (2):
247-286 (2012)Abstract
Gestures are often taken as evidence that the body is involved in thinking and speaking about the ideas expressed in those gestures. In this article, we present evidence
drawn from teachers’ and learners’ gestures to make the case that mathematical
knowledge is embodied. We argue that mathematical cognition is embodied in 2 key
senses: It is based in perception and action, and it is grounded in the physical environment. We present evidence for each of these claims drawn from the gestures
that teachers and learners produce when they explain mathematical concepts and
ideas. We argue that (a) pointing gestures reflect the grounding of cognition in the
physical environment, (b) representational gestures manifest mental simulations of
action and perception, and (c) some metaphoric gestures reflect body-based conceptual metaphors. Thus, gestures reveal that some aspects of mathematical thinking are embodied.