Gesturing Gives Children New Ideas About Math by Susan Goldin-Meadow et al

Summary

The authors investigated how gesturing supports children’s learning of mathematical equivalence, moving beyond the question of whether it helps. They worked with 128 third- and fourth-grade students who initially showed no understanding of equivalence problems and assigned them to three conditions: no gesture, correct gesture, and partially correct gesture. All children learned the same verbal strategy, but only the gesture groups produced hand movements—either accurately highlighting the correct numbers to group or pointing to an incorrect pair.

After a gesture‑training phase, all students received the same gesture-free lesson and completed a post-test. Children who produced correct gestures learned the most, those who produced partially correct gestures showed moderate gains, and those who did not gesture improved the least. Crucially, a mediation analysis showed that gesturing helped children by prompting them to add the grouping strategy to their speech, even though grouping was never taught verbally. This demonstrates that children extracted new ideas from their own movements.

The study concludes that gestures are not just attention cues or memory aids—they are cognitive tools that help children construct new mathematical insights, illustrating the generative role of the body in learning.

Stop 1

Quote: “These studies suggest that gesturing can play a role in memory and learning, but they do not specify a mechanism” page 267.

Explanation: As I reflected on the quote, a powerful memory emerged from my experience writing the EDUC 500 proposal. In that proposal, I argued that gestures, as dynamic semiotic resources, play a crucial role in fostering mathematical flexibility, particularly when they are integrated with speech, artifacts, and technology. However, my instructor posed a thought-provoking question that has lingered with me: Was my proposal focused solely on gestures, or did I consider how gestures interact with other semiotic tools? This inquiry prompted me to delve deeper into the ways gestures contribute to meaning-making in mathematics.

Revisiting this topic after reading the article sparked a renewed reflection. The article emphasizes that while children may learn effectively by mimicking their teacher’s gestures, they can also gain insights by creating their own gestures. This revelation led me to reconsider my earlier question: What is the true role of gestures in helping students grasp and adapt to mathematical concepts? The findings indicate that gestures do not function in isolation; they derive meaning from their context, particularly when accompanied by speech or other representations. This understanding clarified why my instructor challenged my proposal, reinforcing the idea that gestures are integral to a broader semiotic system. It deepened my appreciation for the interplay between gestures, speech, and other tools in facilitating mathematical thinking.

 

Stop 2

Quote: “Children who produce gestures modeled by the teacher are more likely to profit from the lesson than children who do not produce the gestures. “Page 267

Explanation: Research indicates that when students learn exclusively through verbal communication, as in a typical lecture format, their retention rates are generally low. In contrast, incorporating visual elements—such as the teacher's gestures—alongside practical exercises enhances their learning experience. This approach allows students to mentally integrate information more effectively by combining auditory and kinesthetic learning styles. Gestures provide a tangible, visual link to concepts, which helps reinforce memory retention.

 

Question

How can we effectively balance the intentional planning of gestures as semiotic resources in our teaching with allowing them to flow naturally during lessons, and how might this balance impact our effectiveness in the classroom?