I read the "Gesturing gives children new ideas about math", (Goldin-Meadow et al, 2009) article. I found the reading somewhat difficult to read since it included many mathematical examples showing the different groups' means and averages (I'm not even positive that is what the equations are referred to as!) The was difficult to get through mostly because I have been finding it difficult to read and stay focused after recovering from COVID.
Goldin-Meadow provided 3 separate mathematical lessons on equality to 3 separate groups. in 1 lesson the teacher modelled gesturing on the board to an equation that would be equal to the blank in the equation on the right of the equals sign. In another lesson the teacher spoke the equation would equal the blank on the right side of the equals sign and in the last lesson, there was no gesturing suggested in any form.
I am one of those students who needs every bit of additional supports for learning, I repeat things aloud when I am having difficulty understanding. I most definitely utilize body movements for supporting my learning, therefore, reading that these researchers were able to provide evidence that children who incorporate gestures (involuntary or 'rote') into their learning was an enjoyable finding!
