Abstract
In this Brief Report, we share the main findings from our line of research into embodied cognition and proof activities. First, attending to students' gestures during proving activities can reveal aspects of mathematical thinking not apparent in their speech, and analyzing gestures after proof production can contribute significantly to our understanding of students' proving practices, particularly when attending to dynamic gestures depicting relationships that are difficult to communicate verbally. Second, directing students to produce physical actions before asking them to construct a mathematical proof has the potential to influence their subsequent reasoning in useful ways, as long as the directed actions have a relationship with the proof content that is clearly meaningful to the students. We discuss implications for assessment practices and teacher education, and we suggest directions for future research into embodied mathematical proof practices.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
