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Gestures are one of the ways in which mathematical cognition is embodied and have been elevated as a potentially important semiotic device in the teaching of mathematics. As such, a better understanding of gestures used during mathematics instruction (including frequency of use, types of gestures, how they are used, and the possible relationship between gestures and student performance) would inform mathematics education. We aim to understand teachers’ gestures in the context of early algebra, particularly in the teaching of the equal sign. Our findings suggest that the equal sign is a relatively rich environment for gestures, which are used in a variety of ways. Participating teachers used gestures frequently to support their teaching about the equal sign. Furthermore, the use of gestures varied depending on the particular conception of the equal sign the instruction aimed to promote. Finally, teacher gesture use in this context is correlated with students’ high performance on an early algebra assessment.
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This content will become publicly available on June 10, 2026
Physics Students’ Metaphorical Gestures About Energy
Energy is a central, cross-cutting concept in science, but its abstract nature poses challenges for learners. Metaphor has been recognized as a productive resource used by students, teachers, and scientists to understand and communicate about energy. While much research has focused on metaphors about energy expressed in learners’ speech, we know less about the range of ways learners use gesture to evoke metaphors about energy. In particular, the metaphor energy as substance has been found to be useful for conceptualizing various features of energy. Using a microethnographic approach, we demonstrate how students in an introductory algebra- based university physics course use gesture in three different ways to evoke substance-like metaphors that offer valuable affordances for sensemaking about energy: These include (1) container metaphor gestures, (2) stimulus metaphor gestures, and (3) accounting metaphor gestures. Implications for learning and teaching about energy are discussed.
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- Award ID(s):
- 2201821
- PAR ID:
- 10609510
- Editor(s):
- Rajala, A; Cortez, A; Hofmann, R; Jornet, A; Lotz-Sisitka, H; Markauskaite, L
- Publisher / Repository:
- International Society of the Learning Sciences
- Date Published:
- Page Range / eLocation ID:
- 962-970
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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