2011/10/14 by Martha W. Alibali, Mitchell J. Nathan · 11 citations
Psychology · #Action Observation and Synchronization #Hearing Impairment and Communication #Language, Metaphor, and Cognition
paper · doi:10.1080/10508406.2011.611446
openalex publication_date 2011/10/14 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29
Gestures are often taken as evidence that the body is involved in thinking and speaking about the ideas expressed in those gestures. In this article, we present evidence drawn from teachers' and learners' gestures to make the case that mathematical knowledge is embodied. We argue that mathematical cognition is embodied in 2 key senses: It is based in perception and action, and it is grounded in the physical environment. We present evidence for each of these claims drawn from the gestures that teachers and learners produce when they explain mathematical concepts and ideas. We argue that (a) pointing gestures reflect the grounding of cognition in the physical environment, (b) representational gestures manifest mental simulations of action and perception, and (c) some metaphoric gestures reflect body-based conceptual metaphors. Thus, gestures reveal that some aspects of mathematical thinking are embodied.