Gesture during math instruction specifically benefits learners with high visuospatial working memory capacity

Area of Science:

• Cognitive Psychology
• Educational Psychology
• Neuroscience

Background:

• Teacher and learner characteristics significantly impact mathematical learning.
• Hand gestures in instruction improve student learning compared to speech alone.
• Individual differences in working memory capacity (WMC) affect learning speed.

Purpose of the Study:

• To investigate the relationship between mathematical learning with and without gestures.
• To examine the role of verbal, visuospatial, and kinesthetic WMC in learning with and without gestures.
• To understand how gestures influence the cognitive resources used during math learning.

Main Methods:

• Two studies were conducted using videotaped lessons in a novel mathematical system.
• Students received instruction with either speech and gesture or speech alone.
• Learning was assessed through problem-solving, and participants completed WMC assessments.

Main Results:

• Visuospatial WMC positively correlated with math learning when gestures were present.
• No relationship was found between visuospatial WMC and math learning when gestures were absent.
• Verbal WMC correlated with math learning only when gestures were absent.

Conclusions:

• Gesture use during instruction alters the cognitive resources recruited for learning novel mathematical tasks.
• Visuospatial WMC is particularly important for learning mathematics with gestural support.
• Verbal WMC plays a more significant role in learning mathematics when gestural cues are absent.