From Action to Abstraction: Using the Hands to Learn Math

Psychological Science

Volumn 25, Issue 4, 2014, Pages 903-910

  Novack, Miriam A ^a   Congdon, Eliza L ^a   Hemani Lopez, Naureen ^a   Goldin Meadow, Susan ^a  

^a UNIVERSITY OF CHICAGO   (United States)

Author keywords

cognitive development; gestures; learning

Indexed keywords

CHILD; CHILD DEVELOPMENT; COGNITION; EDUCATION; FEMALE; GESTURE; HUMAN; MALE; MATHEMATICS;

CHILD; CHILD DEVELOPMENT; COGNITION; FEMALE; GESTURES; HUMANS; MALE; MATHEMATICS;

EID: 84898860353     PISSN: 09567976     EISSN: 14679280     Source Type: Journal    
DOI: 10.1177/0956797613518351     Document Type: Article

References (24)

1. Bruner J. S.Toward a theory of instruction. Cambridge, MA: Harvard University Press; 1966:.
2. Chu M.,Kita S.Spontaneous gestures during mental rotation tasks: Insights into the microdevelopment of the motor strategy.Journal of Experimental Psychology: General. 2008;137:706-723.
3. Cook S.,Mitchell Z.,Goldin-Meadow S.Gesturing makes learning last.Cognition. 2008;106:1047-1058.
4. Goldin-Meadow S.Hearing gesture: How our hands help us think. Cambridge, MA: Harvard University Press; 2003:.
5. Goldin-Meadow S.,Cook S. W.,Mitchell Z. A.Gesturing gives children new ideas about math.Psychological Science. 2009;20:267-272.
6. Goldstone R. L.,Son J. Y.The transfer of scientific principles using concrete and idealized simulations.The Journal of the Learning Sciences. 2005;14:69-110.
7. Hostetter A. B.,Alibali M. W.Visible embodiment: Gesture as simulated action.Psychonomic Bulletin & Review. 2008;15:495-514.
8. James K. H.Sensori-motor experience leads to changes in visual processing in the developing brain.Developmental Science. 2010;13:279-288.
9. Kontra C. E.,Goldin-Meadow S.,Beilock S. L.Embodied learning across the life span.Topics in Cognitive Science. 2012;4:731-739.
10. Lakoff G.,Nunez R. E.Where mathematics comes from: How the embodied mind brings mathematics into being. New York, NY: Basic Books; 2000:.
11. LevineL. C.Goldin-MeadowS.CarlsonM.Hemani-LopezN. (2014). Training mental rotation skill in young children: Action trumps gesture in the shorter- but not the longer-term. Manuscript submitted for publication.
12. McNeil N. M.,Fyfe E. R."Concreteness fading" promotes transfer of mathematical knowledge.Learning and Instruction. 2012;22:440-448.
13. McNeil N. M.,Uttal D. H.Rethinking the use of concrete materials in learning: Perspectives from development and education.Child Development Perspectives. 2009;3:137-139.
14. McNeil N. M.,Uttal D. H.,Jarvin L.,Sternberg R. J.Should you show me the money? Concrete objects both hurt and help performance on mathematics problems.Learning and Instruction. 2009;19:171-184.
15. McNeill D.Hand and mind: What gestures reveal about thought. Chicago, IL: University of Chicago Press; 1992:.
16. Mix K. S.Space and language. Mix K. S.Smith L. B.Gasser M., ed. New York, NY: Oxford University Press; 2010:41-66.
17. NovackM. A.Goldin-MeadowS.WoodwardA. L. (2014). Learning from gesture: How early does it happen? Manuscript submitted for publication.
18. Perry M.,Church R. B.,Goldin-Meadow S.Transitional knowledge in the acquisition of concepts.Cognitive Development. 1988;3:359-400.
19. Piaget J.How children form mathematical concepts.Scientific American. 1953;189:74-79.
20. Sarama J.,Clements D.Concrete computer manipulatives in mathematics education.Child Development Perspectives. 2009;3:145-150.
21. Sommerville J. A.,Woodward A. L.Naturalizing intention in action. Grammont F.Legrand D.Livet P., ed. Cambridge, MA: MIT Press; 2010:67-90.
22. Uttal D. H.,Scudder K. V.,DeLoache J. S.Manipulatives as symbols: A new perspective on the use of concrete objects to teach mathematics.Journal of Applied Developmental Psychology. 1997;18:37-54.
23. Vygotsky L. S.Mind in society: The development of higher psychological processes. Cole M.John-Steiner V.Scribner S.Souberman E., ed. Cambridge, MA: Harvard University Press; 1978:79-81.
24. Wilson M.Six views of embodied cognition.Psychonomic Bulletin & Review. 2002;9:625-636.