View in EDS

Beyond Intuitive Models: Exploring the Role of Gestures in Learning Multiplication and Division

Saved in:
Bibliographic Details
Title: Beyond Intuitive Models: Exploring the Role of Gestures in Learning Multiplication and Division
Language: English
Authors: Paula Jouannet (ORCID 0000-0002-6793-0208)
Source: Educational Studies in Mathematics. 2025 120(3):477-496.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 20
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 3
Primary Education
Descriptors: Mathematics Skills, Mathematical Models, Multiplication, Division, Arithmetic, Intuition, Semiotics, Elementary School Students, Grade 3, Human Body, Learning Processes, Nonverbal Communication, Human Posture, Eye Movements, Learning Modalities, Motion, Experiential Learning
DOI: 10.1007/s10649-025-10432-x
ISSN: 0013-1954
1573-0816
Abstract: This study explores how bodily actions of iterating, sharing and grouping can contribute to the understanding of multiplication and division, going beyond their conventional framing as intuitive arithmetic models. Drawing on objectification theory, we reconceptualize these operations as historically and culturally situated relationships between quantities. Using multimodal semiotic analysis of classroom activity in a third-grade setting, we examine how bodily actions support learning processes. The findings suggest that movements grounded in everyday bodily experience can be re-signified, fostering an embodied sense of multiplication through semiotic adaptations across diverse modalities, such as gestures, speech, artifacts, posture, gaze, and tone. Gestures involved in mathematical sense-making tend to be more temporally extended and structurally organized than purely iconic gestures, adapting formally and spatially to establish referential connections with quantities. Additionally, rhythm emerges as a key semiotic device, structuring movement into an iterative measuring process. We conceptualize this transformation as the domestication of the hands--a process through which bodily movements are progressively refined to signify multiplicative relationships with increasing precision. Through the lens of embodied cognition, these findings invite a critical reassessment of the intuitive models approach, offering new perspectives on the interrelation between bodily experience and mathematical learning.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1492827
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1492827
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Beyond Intuitive Models: Exploring the Role of Gestures in Learning Multiplication and Division
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Paula+Jouannet%22">Paula Jouannet</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6793-0208">0000-0002-6793-0208</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Educational+Studies+in+Mathematics%22"><i>Educational Studies in Mathematics</i></searchLink>. 2025 120(3):477-496.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 20
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+Models%22">Mathematical Models</searchLink><br /><searchLink fieldCode="DE" term="%22Multiplication%22">Multiplication</searchLink><br /><searchLink fieldCode="DE" term="%22Division%22">Division</searchLink><br /><searchLink fieldCode="DE" term="%22Arithmetic%22">Arithmetic</searchLink><br /><searchLink fieldCode="DE" term="%22Intuition%22">Intuition</searchLink><br /><searchLink fieldCode="DE" term="%22Semiotics%22">Semiotics</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Human+Body%22">Human Body</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Nonverbal+Communication%22">Nonverbal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Human+Posture%22">Human Posture</searchLink><br /><searchLink fieldCode="DE" term="%22Eye+Movements%22">Eye Movements</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Modalities%22">Learning Modalities</searchLink><br /><searchLink fieldCode="DE" term="%22Motion%22">Motion</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s10649-025-10432-x
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0013-1954<br />1573-0816
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study explores how bodily actions of iterating, sharing and grouping can contribute to the understanding of multiplication and division, going beyond their conventional framing as intuitive arithmetic models. Drawing on objectification theory, we reconceptualize these operations as historically and culturally situated relationships between quantities. Using multimodal semiotic analysis of classroom activity in a third-grade setting, we examine how bodily actions support learning processes. The findings suggest that movements grounded in everyday bodily experience can be re-signified, fostering an embodied sense of multiplication through semiotic adaptations across diverse modalities, such as gestures, speech, artifacts, posture, gaze, and tone. Gestures involved in mathematical sense-making tend to be more temporally extended and structurally organized than purely iconic gestures, adapting formally and spatially to establish referential connections with quantities. Additionally, rhythm emerges as a key semiotic device, structuring movement into an iterative measuring process. We conceptualize this transformation as the domestication of the hands--a process through which bodily movements are progressively refined to signify multiplicative relationships with increasing precision. Through the lens of embodied cognition, these findings invite a critical reassessment of the intuitive models approach, offering new perspectives on the interrelation between bodily experience and mathematical learning.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1492827
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1492827
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s10649-025-10432-x
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 477
    Subjects:
      – SubjectFull: Mathematics Skills
        Type: general
      – SubjectFull: Mathematical Models
        Type: general
      – SubjectFull: Multiplication
        Type: general
      – SubjectFull: Division
        Type: general
      – SubjectFull: Arithmetic
        Type: general
      – SubjectFull: Intuition
        Type: general
      – SubjectFull: Semiotics
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Human Body
        Type: general
      – SubjectFull: Learning Processes
        Type: general
      – SubjectFull: Nonverbal Communication
        Type: general
      – SubjectFull: Human Posture
        Type: general
      – SubjectFull: Eye Movements
        Type: general
      – SubjectFull: Learning Modalities
        Type: general
      – SubjectFull: Motion
        Type: general
      – SubjectFull: Experiential Learning
        Type: general
    Titles:
      – TitleFull: Beyond Intuitive Models: Exploring the Role of Gestures in Learning Multiplication and Division
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Paula Jouannet
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0013-1954
            – Type: issn-electronic
              Value: 1573-0816
          Numbering:
            – Type: volume
              Value: 120
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Educational Studies in Mathematics
              Type: main
ResultId 1