Mathematical Knowledge Is Embodied: Synergistic Contributions of Gesture and Speech During Geometry Proof Production

• In Event: Cognition and Motivation in Mathematics

Abstract

The current study provides evidence that mathematical knowledge is embodied. Gesture and speech each make unique contributions to assessing students’ (N=90) mathematical knowledge. Findings are consistent with embodiment theory, which posits that situation models of language are cognitive simulations of the situated problem space. In effect, reasoning within and about these simulations for generating transformational proofs is most effective when both verbal elements (i.e., signaling a situated model and generalizability) and non-verbal elements (i.e., representational and dynamic gestures) are integrated in the proof process. The analysis reveals that assessment of math reasoning improves when attending to both verbal and embodied aspects of students’ communication. Student learning may benefit when educators operate with an embodied view of student knowledge.

Authors

• Kelsey E. Schenck, University of Wisconsin - Madison

• Joseph E Michaelis, University of Illinois at Chicago

• Michael I. Swart, University of Wisconsin - Madison

• Fangli Xia, University of Wisconsin - Madison

• Mitchell J. Nathan, University of Wisconsin - Madison

• Candace A. Walkington, Southern Methodist University