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Better together: Simultaneous presentation of speech and gesture in math instruction supports generalization and retention
When teachers gesture during instruction, children retain and generalize what they are taught (Goldin-Meadow, 2014). But why does gesture have such a powerful effect on learning? Previous research shows that children learn most from a math lesson when teachers present one problem-solving strategy in...
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| 出版年: | Learn Instr |
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| 主要な著者: | , , , , , |
| フォーマット: | Artigo |
| 言語: | Inglês |
| 出版事項: |
2017
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| 主題: | |
| オンライン･アクセス: | https://ncbi.nlm.nih.gov/pmc/articles/PMC5642925/ https://ncbi.nlm.nih.gov/pubmed/29051690 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1016/j.learninstruc.2017.03.005 |
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