May 2017, Vol. 48, Issue 3
What We Say and How We Do: Action, Gesture, and Language in Proving
Caroline (Caro) Williams-Pierce, Elizabeth L. Pier, Candace Walkington, Rebecca Boncoddo, Virginia Clinton, Martha W. Alibali, and Mitchell J. Nathan
In this Brief Report, the authors share the main findings from their research into embodied cognition and proof activities. They discuss implications for assessment practices and teacher education and suggest directions for future research into embodied mathematical proof practices.
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