Document Type
Article
Publication Date
7-2019
Publication Title
Contemporary Educational Psychology
Volume
58
Abstract
Grounded and embodied theories of cognition suggest that both language and the body play crucial roles in grounding higher-order thought. This paper investigates how particular forms of speech and gesture function together to support abstract thought in mathematical proof construction. We use computerized text analysis software to evaluate how speech patterns support valid proof construction for two different tasks, and we use gesture analysis to investigate how dynamic gestures—those gestures that depict and transform mathematical objects—further support proof practices above and beyond speech patterns. We also evaluate the degree to which speech and gesture convey distinct information about mathematical reasoning during proving. Dynamic gestures and speech indicating logical inference support valid proof construction, and both dynamic gestures and speech uniquely predict variance in valid proof construction. Thus, dynamic gestures and speech each make separate and important contributions to the formulation of mathematical arguments, and both modalities can convey elements of students’ understanding to teachers and researchers.
First Page
44
Last Page
57
DOI
10.1016/j.cedpsych.2019.01.012
ISSN
0361-476X
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Elizabeth L. Pier, Candace Walkington, Virginia Clinton, et al.. "Embodied truths: How dynamic gestures and speech contribute to mathematical proof practices" (2019). Education, Health & Behavior Studies Faculty Publications. 36.
https://commons.und.edu/ehb-fac/36