Rather than post all articles individually, here are a batch of linked articles on gestures and embodied mathematics, published in Educational Studies in Mathematics.
Introduction: beyond words
L. Radford, L. Edwards and F. Arzarello
Gestures as semiotic resources in the mathematics classroom
Ferdinando Arzarello, Domingo Paola, Ornella Robutti and Cristina Sabena
Why do gestures matter? Sensuous cognition and the palpability of mathematical meanings
Luis Radford
Gestures and conceptual integration in mathematical talk
Laurie D. Edwards
Working with artefacts: gestures, drawings and speech in the construction of the mathematical meaning of the visual pyramid
Michela Maschietto and Maria G. Bartolini Bussi
Mathematical imagination and embodied cognition
Ricardo Nemirovsky and Francesca Ferrara
Bodily experience and mathematical conceptions: from classical views to a phenomenological reconceptualization
Wolff-Michael Roth and Jennifer S. Thom
What’s all the fuss about gestures? A commentary
Anna Sfard
Embodied multi-modal communication from the perspective of activity theory
Julian Williams
Building intellectual infrastructure to expose and understand ever-increasing complexity
James Kaput
Showing posts with label gesture analysis. Show all posts
Showing posts with label gesture analysis. Show all posts
2008-11-05
Munger - Cognitive Daily 2008
Does the use of hand gestures slow language learning?
David Munger
This isn't really about physics, but it's about gestures and language development, which should be of interest to us. Plus, it's a neat blog.
From the article:
But what happens if a child is particularly successful at expressing her needs using gestures? Does development of spoken language suffer? One approach to this problem is to look language development in cultures that tend to use more gestures. Many studies have confirmed the "stereotype" that Italians are more physically expressive than other groups. It stands to reason that even Italian infants probably learn more gestures at an earlier age than babies in other cultures.
David Munger
This isn't really about physics, but it's about gestures and language development, which should be of interest to us. Plus, it's a neat blog.
From the article:
But what happens if a child is particularly successful at expressing her needs using gestures? Does development of spoken language suffer? One approach to this problem is to look language development in cultures that tend to use more gestures. Many studies have confirmed the "stereotype" that Italians are more physically expressive than other groups. It stands to reason that even Italian infants probably learn more gestures at an earlier age than babies in other cultures.
2008-09-12
Namy Newcombe (review Goldin-Meadow) - J Cognition and Development
More than Just Hand Waving: Review of Hearing Gestures: How Our Hands Help Us Think
Journal of Cognition and Development, Volume 9, Issue 2 April 2008 , pages 247 - 252
Laura L. Namy; Nora S. Newcombe
Susan Goldin-Meadow's Hearing Gestures: How Our Hands Help Us to Think synthesizes findings from various domains to demonstrate that gestures convey meaning and comprise a critical and fundamental form of communication. She also argues convincingly for the cognitive utility of gesture for the gesturer. Goldin-Meadow presents an airtight case that gesture is more than just hand waving and serves as an essential tool for studying the mind.
Journal of Cognition and Development, Volume 9, Issue 2 April 2008 , pages 247 - 252
Laura L. Namy; Nora S. Newcombe
Susan Goldin-Meadow's Hearing Gestures: How Our Hands Help Us to Think synthesizes findings from various domains to demonstrate that gestures convey meaning and comprise a critical and fundamental form of communication. She also argues convincingly for the cognitive utility of gesture for the gesturer. Goldin-Meadow presents an airtight case that gesture is more than just hand waving and serves as an essential tool for studying the mind.
2008-01-27
Scherr - Phys Rev 2008
Gesture analysis for physics education researchers
Physical Review Special Topics - Physics Education Research
Rachel E. Scherr
rescherr@umd.edu
Systematic observations of student gestures can not only fill in gaps in students’ verbal expressions, but can also offer valuable information about student ideas, including their source, their novelty to the speaker, and their construction in real time. This paper provides a review of the research in gesture analysis that is most relevant to physics education researchers and illustrates gesture analysis for the purpose of better understanding student thinking about physics.
©2008 The American Physical Society
URL: http://link.aps.org/abstract/PRSTPER/v4/e010101
DOI: 10.1103/PhysRevSTPER.4.010101
PACS: 01.40.Fk
Physical Review Special Topics - Physics Education Research
Rachel E. Scherr
rescherr@umd.edu
Systematic observations of student gestures can not only fill in gaps in students’ verbal expressions, but can also offer valuable information about student ideas, including their source, their novelty to the speaker, and their construction in real time. This paper provides a review of the research in gesture analysis that is most relevant to physics education researchers and illustrates gesture analysis for the purpose of better understanding student thinking about physics.
©2008 The American Physical Society
URL: http://link.aps.org/abstract/PRSTPER/v4/e010101
DOI: 10.1103/PhysRevSTPER.4.010101
PACS: 01.40.Fk
2008-01-02
Sparaci - Phenomenology and Cog Sci 2008
Embodying gestures: The Social Orienting Model and the study of early gestures in autism
Phenomenology and the Cognitive Sciences
Laura Sparaci
University of Siena, 53100 Siena, Italy
laurasparaci@hotmail.com
Autistic spectrum disorders impair the ability to interact socially. Detecting and understanding their onset is not only an empirical enterprise, but also a theoretical one, often linked to studies on intersubjectivity. Different theoretical perspectives have been elaborated in the past to account for the deficit. The main purpose of this paper is to reinforce and offer empirical grounding to a recent approach, termed Social Orienting Model, by presenting the main theoretical approaches to autism and contrasting them to this view, as well as considering its possible effect on empirical research, focusing on current literature analyzing gestures in children with autism.
Keywords Autism - Social Orienting Model - Gestures - Intersubjectivity - Embodiment
Received: 3 July 2007 Accepted: 30 November 2007 Published online: 28 December 2007
ISSN 1568-7759 (Print) 1572-8676 (Online)
DOI 10.1007/s11097-007-9084-9
Phenomenology and the Cognitive Sciences
Laura Sparaci
University of Siena, 53100 Siena, Italy
laurasparaci@hotmail.com
Autistic spectrum disorders impair the ability to interact socially. Detecting and understanding their onset is not only an empirical enterprise, but also a theoretical one, often linked to studies on intersubjectivity. Different theoretical perspectives have been elaborated in the past to account for the deficit. The main purpose of this paper is to reinforce and offer empirical grounding to a recent approach, termed Social Orienting Model, by presenting the main theoretical approaches to autism and contrasting them to this view, as well as considering its possible effect on empirical research, focusing on current literature analyzing gestures in children with autism.
Keywords Autism - Social Orienting Model - Gestures - Intersubjectivity - Embodiment
Received: 3 July 2007 Accepted: 30 November 2007 Published online: 28 December 2007
ISSN 1568-7759 (Print) 1572-8676 (Online)
DOI 10.1007/s11097-007-9084-9
2007-12-04
Scherr - arxiv.org 2007
UPDATED: 2008 Jan 27: The final version of this paper (with all video attached) was published in the Physical Reviews. More information at Scherr - Phys Rev 2008.
Gesture analysis for physics education researchers
Rachel E. Scherr
arXiv:0712.0581
Date: Tue, 4 Dec 2007 18:07:46 GMT (544kb)
Systematic observations of student gestures can not only fill in gaps in students' verbal expressions, but can also offer valuable information about student ideas, including their source, their novelty to the speaker, and their construction in real time. This paper provides a review of the research in gesture analysis that is most relevant to physics education researchers and illustrates gesture analysis for the purpose of better understanding student thinking about physics.
This paper has been accepted in the Physical Review Special Topics - Physics Education Research, and is published here in its preprint draft version.
Gesture analysis for physics education researchers
Rachel E. Scherr
arXiv:0712.0581
Date: Tue, 4 Dec 2007 18:07:46 GMT (544kb)
Systematic observations of student gestures can not only fill in gaps in students' verbal expressions, but can also offer valuable information about student ideas, including their source, their novelty to the speaker, and their construction in real time. This paper provides a review of the research in gesture analysis that is most relevant to physics education researchers and illustrates gesture analysis for the purpose of better understanding student thinking about physics.
This paper has been accepted in the Physical Review Special Topics - Physics Education Research, and is published here in its preprint draft version.
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