[1]
|
Alibali, M. W., Bassok, M., Solomon, K. O. S., Syc, E., & Goldin- Meadow, S. (1999). Illuminating mental representations through speech and gesture. Psychological Science, 10, 327-333.
doi:10.1111/1467-9280.00163
|
[2]
|
Arzarello, F., Bazzini, L., Ferrara, F., Robutti, O., Sabena, C., & Villa, B. (2006). Will Penelope choose another bridegroom? Looking for an answer through signs. In J. Novotná, H. Moraová, M. Krátká, & N. Stehlíková (Eds.), Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 73-80). Prague: Charles University.
|
[3]
|
Arzarello, F., Francaviglia, M., & Servidio, R. (2006). Gesture and body-tactile experience in the learning of mathematical concepts. In Proceedings of the International Conference on Applied Mathematics-APLIMAT (pp. 253-259). Bratislava, SL: University of Slovenia.
|
[4]
|
Arzarello, F., Paola, D., Robutti, O., & Sabena, C. (2009). Gestures as semiotic resources in the mathematics classroom. Educational Studies in Mathematics, 70, 97-109. doi:10.1007/s10649-008-9163-z
|
[5]
|
Bazzini, L. (2001). From grounding metaphors to technological devices: A call for legitimacy in school mathematics. Educational Studies in Mathematics, 47, 259-271. doi:10.1023/A:1015143318759
|
[6]
|
Church, R. B., Ayman-Nolley, S., & Alibali, M. W. (2001). Cross- modal representation and deep learning. Annual meeting of the cognitive development society. Virginia Beach, VA.
|
[7]
|
Cook, S. W., & Goldin-Meadow, S. (2006). The role of gesture in learning: Do children use their hands to change their minds? Journal of Cognition and Development, 7, 211-232.
doi:10.1207/s15327647jcd0702_4
|
[8]
|
Edwards, L. (2009). Gesture, conceptual integration and mathematical talk. International Journal for Studies in Mathematics Education, 1, 33-46.
|
[9]
|
Gallese, V., & Lakoff, G. (2005). The brain’s concepts: The role of the sensory-motor system in conceptual knowledge. Cognitive Neuropsychology, 22, 455-479. doi:10.1080/02643290442000310
|
[10]
|
Goldin-Meadow, S. (1999). The role of gesture in communication and thinking. Trends in Cognitive Sciences, 3, 419-429.
doi:10.1016/S1364-6613(99)01397-2
|
[11]
|
Goldin-Meadow, S. (2003). Hearing gestures: How our hands help us think. Chicago: University Press.
|
[12]
|
Goldin-Meadow, S., Nusbaum, H., Kelly, S. D., & Wagner, S. (2001). Explaining math: Gesturing lightens the load. Psychological Science, 12, 516-522. doi:10.1111/1467-9280.00395
|
[13]
|
Kelly, S. D., Singer, M., Hicks, M. J. & Goldin-Meadow, S. (2002). A helping hand in assessing children’s knowledge: Instructing adults to attend to gesture. Cognition and Instruction, 20, pp. 1-26.
doi:10.1207/S1532690XCI2001_1
|
[14]
|
Kendon, A. (2004). Gesture: Visible action as utterance. Cambridge, UK: University Press.
|
[15]
|
Kita, S. (2000). How representational gestures help speaking. In D. McNeill (Ed.), Language and gesture (pp. 162-185). Cambridge: Cambridge University Press. doi:10.1017/CBO9780511620850.011
|
[16]
|
Kita, S. (2003). Pointing: A foundational building block of human communication. In S. Kita (Ed.), Pointing: Where language, culture and cognition meet (pp. 1-9). Mahwah: Lawrence Erlbaum.
|
[17]
|
Lakoff, G., & Nú?ez, R. (2000). Where mathematics comes from: How the embodied mind brings mathematics into being. New York, NY: Basic Books.
|
[18]
|
Lim, K. V., Wilson, J. A., Hamm, J. P., Phillips, N., Iwabuchi, J. S., Corballis, C. M., Arzarello, F. & Thomas O. M. (2009). Semantic processing of mathematical gestures. Brain and Cognition, 71, 306- 312. doi:10.1016/j.bandc.2009.07.004
|
[19]
|
McNeill, D. (1996). Hand and mind: What gestures reveal about thought. Chicago: The Uni-versity of Chicago Press.
|
[20]
|
Nemirovsky, R., & Ferrara, F. (2009). Mathematical imagination and embodied cognition. Educational Studies in Mathematics, 70, 159- 174. doi:10.1007/s10649-008-9150-4
|
[21]
|
Parrill, F., & Sweetser, E. (2004). What we mean by meaning. Gesture, 4, 197-219. doi:10.1075/gest.4.2.05par
|
[22]
|
Perfect, T. J., & Schwartz, B. L. (2002). Applied metacognition. Cambridge: Cambridge University Press.
doi:10.1017/CBO9780511489976
|
[23]
|
Radford, L., Edwards, L., & Arzarello, F. (2009). Introduction: Beyond words. Educational Stud-ies in Mathematics, 70, 91-95.
doi:10.1007/s10649-008-9172-y
|
[24]
|
Rasmussen, C., Stephan, M., & Allen, K. (2004). Classroom mathematical practices and gesturing. Journal of Mathematical Behavior, 23, 301-323. doi:10.1016/j.jmathb.2004.06.003
|
[25]
|
Reynolds, F. J., & Reeve, R. A. (2002). Gesture in collaborative mathematics problem-solving. Journal of Mathematical Behavior, 20, 447-460. doi:10.1016/S0732-3123(02)00091-3
|
[26]
|
Singer, M. A., & Goldin-Meadow, S. (2005). Children learn when their teacher’s ges-tures and speech differ. Psychological Science, 16, 85- 89. doi:10.1111/j.0956-7976.2005.00786.x
|
[27]
|
Vygotskij, L. S. (1962). Thought and language. Chicago: MIT Press.
doi:10.1037/11193-000
|