References: Gestures

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References

Alibali, M. W., & Nathan, M. J. (2012). Embodiment in mathematics teaching and learning: Evidence from learners' and teachers' gestures. Journal of the Learning Sciences, 21(2), 247-286.

Boaler, J., Chen, L., Williams, C., & Cordero, M. (2016). Seeing as understanding: The importance of visual mathematics for our brain and learning. Journal of Applied & Computational Mathematics, 5(5), 1-17.

Casler-Failing, S. (2002). Multimodal and hands-on strategies to promote mathematical knowledge and skill development in students with a special focus on English language learners. Unpublished manuscript, University at Albany, SUNY, Albany, NY.

Congdon, E. L., Novack, M. A., Brooks, N., Hemani-Lopez, N., O'Keefe, L., & Goldin-Meadow, S. (2017). Better together: Simultaneous presentation of speech and gesture in math instruction supports generalization and retention. Learning and Instruction, 50, 65-74.

Cook, S.W., Duffy, R.G., & Fenn, K.M. (2013). Consolidation and transfer of learning after observing hand gesture. Child Development, 84(6), 1863-1871.

De Freitas, E., & Sinclair, N. (2014). Mathematics and the body: Material entanglements in the classroom. USA: Cambridge University Press.

Healy, L., Ramos, E. B., Fernandes, S. H. A. A., & Peixoto, J. L. B. (2016). Mathematics in the hands of deaf learners and blind learners: Visual-gestural-somatic means of doing and expressing mathematics. _In Mathematics Education and Language Diversity _(pp. 141-162). Springer, Cham.

Hostetter, A. B., Bieda, K., Alibali, A. W., Nathan, M. J., & Knuth, E. J. (2006). Don't just tell them, show them! Teachers can intentionally alter their instructional gestures. In R. Sun & N. Miyake (Eds.), Proceedings of the 28th annual conference of the cognitive science society (pp. 1523-1528). Mahwah, NJ: Erlbaum.

Koumoutsakis, T., Church, R. B., Alibali, M. W., Singer, M., & Ayman-Nolley, S. (2016). Gesture in instruction: Evidence from live and video lessons. Journal of Nonverbal Behavior, 40(4), 301-315.

Krause, C. M. (2018). Embodied geometry: Signs and gestures used in the deaf mathematics classroom-The case of symmetry. _In Mathematical discourse that breaks barriers and creates space for marginalized learners _(pp. 171-194). Brill Sense.

Morin, A. (2015, May 7). 8 working memory boosters [Blog post]. Retrieved from https://www.understood.org/en/school-learning/learning-at-home/homework-study-skills/8-working-memory-boosters

Newcombe, N. S. (2010). Picture this: Increasing math and science learning by improving spatial thinking. American Educator, 34(2), 29-43.

Novack, M. A., Congdon, E. L., Hemani-Lopez, N., & Goldin-Meadow, S. (2014). From action to abstraction: Using the hands to learn math. Psychological Science, 25(4), 903-910.

Radford, L. (2009). Why do gestures matter? Sensuous cognition and the palpability of mathematical meanings. Educational Studies in Mathematics, 70(2), 111-126.

Richland, L.E. (2015). Cross-cultural differences in linking gestures during instructional analogies. Cognition and Instruction, 33(4), 295-321.

Richland, L. E., Zur, O., & Holyoak, K. J. (2007). Cognitive supports for analogies in the mathematics classroom. Science, 316(5828), 1128-1129.

Willis, J. (2006). _Research-based strategies to ignite student learning. _Alexandria, VA: ASCD.