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Actions speak louder with words: The roles of action and pedagogical language for grounding mathematical proof
ARTICLE

, Department of Educational Psychology, United States ; , Department of Teaching and Learning, United States ; , Department of Psychological Science, Central Connecticut State University, United States ; , Department of Educational Psychology, United States ; , Department of Curriculum and Instruction, United States ; , Department of Psychology, United States

Learning and Instruction Volume 33, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

Theories of grounded and embodied cognition posit that situated actions are central constituents in cognitive processes. We investigate whether grounding actions influence reasoning, and how pedagogical language influences the action–cognition relationship. Undergraduate students (

Citation

Nathan, M.J., Walkington, C., Boncoddo, R., Pier, E., Williams, C.C. & Alibali, M.W. (2014). Actions speak louder with words: The roles of action and pedagogical language for grounding mathematical proof. Learning and Instruction, 33(1), 182-193. Elsevier Ltd. Retrieved October 14, 2019 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2014.07.001

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