Gestures and conceptual integration in mathematical talk
 Laurie D. Edwards
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Spontaneous gesture produced in conjunction with speech is considered as both a source of data about mathematical thinking, and as an integral modality in communication and cognition. The analysis draws on a corpus of more than 200 gestures collected during 3 h of interviews with prospective elementary school teachers on the topic of fractions. The analysis examines how gestures express meaning, utilizing the framework of cognitive linguistics to argue that gestures are both composed of, and provide inputs to, conceptual blends for mathematical ideas, and a standard typology drawn from gesture studies is extended to address the function of gestures within mathematics more appropriately.
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 Title
 Gestures and conceptual integration in mathematical talk
 Journal

Educational Studies in Mathematics
Volume 70, Issue 2 , pp 127141
 Cover Date
 200903
 DOI
 10.1007/s1064900891246
 Print ISSN
 00131954
 Online ISSN
 15730816
 Publisher
 Springer Netherlands
 Additional Links
 Topics
 Keywords

 Conceptual blends
 Discourse
 Embodiment
 Fractions
 Gesture
 Metaphor
 Authors

 Laurie D. Edwards ^{(1)}
 Author Affiliations

 1. Saint Mary’s College of California, 1928 Saint Mary’s Road, Moraga, CA, 94575, USA