Gesture Used in Math Instruction Helps Girls Learn but Does Not Ease Math Frustration

Paris, France · March 2019

Posters · Lifespan Development

Jennifer Sansone
Northeastern Illinois University
Jelena Pantelic
Northeastern Illinois University
Yadira Alonzo
Northeastern Illinois University
Yeo Yun
Northeastern Illinois University
Suleima Tank
Northeastern Illinois University
Theodora Koumoutsakis
University of Chicago
Saba Ayman-Nolley
Northeastern Illinois University
Linda Ruekert
Northeastern Illinois University
R.B. Church
Northeastern Illinois University
Lisa Hollis-Sawyer
Northeastern Illinois University

Abstract

Gesture used in math instruction enhances learning. Fifty-four children (ages 7-9) received an instructional video with speech only or speech and gesture. Both genders benefitted more from speech+gesture, although girls rated their frustration higher than boys. Girls could interpret their math frustration as a path to new understanding of math.

Learning

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Gesture Used in Math Instruction Helps Girls Learn but Does Not Ease Math Frustration

Abstract

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