Nur Laili Achadiyah


This research aimed to describe in detail the students’ gesture in collaborative mathematical problems solving. The results showed that students gestured in solving mathematical problem collaboratively. The students’ gesture is intended to (a) him/her self, (b) others, or (c) him/her self and others. According to the presence or absence of accompanying speech, the students’ gesture may occur (a) before the speech, (b) in conjunction with speech, (c) after the speech, or (d) without speech. The functions of the students’ gesture in collaborative mathematical problems solving are to (1) draw attention to the important aspects of the problem (2) show the position of something in the matter, (3) attract, focus, and keep attention on the important aspects that are being discussed, (4) write something that already exists in the mind as the final form, (5) concrete something that is being considered, and (6) guide or direct the process of thinking.

Full Text:



Alibali, M.W., Bassok, M., Solomon, K.O.S., Syc, E., & Goldin-Meadow, S. (1999). Illuminating Mental Representations Through Speech and Gesture. Psychological Science, 10, 327-333.

Alibali, M.W. & Goldin-Meadow, S. (1993). Gestur–speech Mismatch and Mechanisms of Learning: What the Hands Reveal about a Child’s State of Mind. Cognitive Psychology, 25, 468–523.

Alibali, M. W. & Nathan, M. J. (2007). Teachers’ Gestures as a Means Scaffolding Student’s Understanding: Evidence from an Early Algebra Lesson. In R. Goldman, R. Pea, B. Barron & S. J. Derry (Eds), Video Research in the Learning Sciences, Mahwa, NJ: Erlbaum.

Alibali, M.W. & Nathan, M.J. (2011). Embodiment in Mathematics Teaching and Learning: Evidence from Learner’s and Teahcer’s Gestures. The Journal of The Learning Sciences. DOI:10.1080/10508406.2011.611446, 1-40

Arzarello, F. & Edwards, L. (2005). Gesture and The Construction of Mathematical Meaning. Dalam Chick, H. L. & Vincent, J. L. (Eds.). Proceedings of the 29 Conference of the International Group for the Psychology of Mathematics Education, 1, 123-154. Melbourne: PME.

Bazzini, L. (2001). From Grounding Metaphors to Technological Devices: A Call for Legitimacy in School Mathematics. Educational Studies in Mathematics, 47, 259-271.

Cartmill, E.A., Beilock, S. & Goldin-Meadow, S. (2012). A Word in The Hand: Action, Gesture and Mental Representation in Humans and Non-Human Primates. Philosophical Transaction of The Royal Society B. 367, 129-143.

Church, R.B. & Goldin-Meadow, S. (1986). The Mismatch Between Gesture and Speech as an Index of Transitional Knowledge. Cognition, 23, 43–71.

Clark, H.H. (2003). Pointing and Placing. Dalam Kita, S (Ed.). Pointing. Where Language, Culture, and Cognition Meet (Halaman 243–268). Hillsdale NJ: Erlbaum.

Cook, S.W., & Goldin-Meadow, S. (2006). The Role of Gesture in Learning: Do Children Use Their Hands to Change Their Minds? Journal of Cognition and Development, 7, 211-232.

Cooney, T.J., Davis, E.J., & Henderson, K.B. (1975). Dynamics of Teaching Secondary School Mathematics. Boston : Houghton Mifflin Company.

Edwards, L. (2005). The Role of Gestures in Mathematical Discourse, Remembering and Problem Solving. Dalam Chick, H. L. & Vincent, J. L. (Eds.). Proceedings of the 29 Conference of the International Group for the Psychology of Mathematics Education, 1, 123-154. Melbourne: PME.

Edwards, L. (2009). Gesture: Conceptual Integration and Mathematical Talk. International Journal for Studies in Mathematics Education, 1(1): 33-46.

Francaviglia, M. & Servidio, R. (2011). Gesture as a Cognitive Support to Solve Mathematical Problems. Psychology, 2(2), 91-97.

Garber, P. & Goldin-Meadow, S. (2002). Gesture Offers Insight into Problem-Solving in Adults and Children. Cognitive Science. 26, 817-831.

Gallese, V. & Lakoff, G. (2005). The Brain’s Concepts: The Role of the Sensory-motor System in Conceptual Knowledge. Cognitive Neuropsychology, 22, 455-479.

Goldin-Meadow, S. & Alibali, M.W. (1995). Mechanisms of Transfer: Learning with a Helping Hand. Psychology of Learning and Motivation, 33, 115–157.

Goldin-Meadow, S., Alibali, M.W. & Church, R. B. (1993). Transitions in Concept Acquisition: Using the Hand to Read the Mind. Psychological Review, 100, 279-297.

Goldin-Meadow, S., Nusbaum, H., Kelly, S.D., & Wagner, S. (2001). Explaining Math: Gesturing Lightens the Load. Psychological Science, 12, 516-522.

Hanna, J.E., & Tanenhaus, M.K. (2004). Pragmatic Effects on Reference Resolution in a Collaborative Task: Evidence from Eye Movements. Cognitive Science, 28, 105-115.

Hostetter, A.B. & Alibali, M.W. (2008). Visible Embodiment: Gestures as Simulated Action. Psychonomic Bulletin & Review. 15(3), 495-514

Kaur, B. & Yap, S.F. (1999). TIMSS: The Strength and Weaknesses of Singapore’s Lower Secondary Pupils Performance in Mathematics. Dalam Waas, M. (Ed.). Enhancing Learning: Challenge of IntegratingThinking and Information Technology into the Curriculum (Halaman 436-444). Singapore: Educational Research Association.

Karatas, I & Baki, A. (2013). The Effect of Learning Environment Based on Problem Solving on Students’ Achievement of Problem Solving. International Electronic Journal of Elementary Education, 5(3), 249-268.

Kita, S. (2000). How Representational Gesturs Help Speaking. Dalam McNeill, D (Ed.), Language and Gestur (Halaman 162-185). Cambridge: Cambridge University Press.

Kongthip, Y., Inprasitha, M., Pattanajak, A. & Inprasitha, N. (2012). Mathematical Communication by 5th Grade Students’ Gestures in Lesson Study and Open Approach Context. Psychology. 3(8), 632-637.

Marslen-Wilson, W., Levy, E., & Tyler, L.K. (1982). Producing Interpretable Discourse: The Establishment and Maintenance of Reference. Dalam Jarvella, R.J. & Klein, W (Eds.). Speech, Place and Action. Studies in Deixis and Related Topics (Halaman 339-378). Chichester: John Wiley.

McNeill, D. (1992). Hand and Mind: What Gesture Reveal about Thought. Chicago: Chicago University Press.

McNeill, D. (2005). Gesture and Thought. Chicago: University of Chicago Press.

Nemirovsky, R., & Ferrara, F. (2009). Mathematical Imagination and Embodied Cognition. Educational Studies in Mathematics, 70, 159-174.

Özçaliskan, S. & Dimitrova, N. (2013). How Gesture Input Provides a Helping Hand to Language Development. Seminars in Speech and Language, 34(4), 227-236.

Pimta, S., Tayruakham, S. & Nuangchalerm, P. (2009). Factors Influencing Mathematic Problem-Solving Ability of Sixth Grade Students. Journal of Social Sciences, 5(4), 381-385.

Radford, L. (2005). Why Do Gesturs Matter? Gestures as Semiotic Means of Objectification. Dalam Chick, H. L. & Vincent, J. L. (Eds.). Proceedings of the 29 Conference of the International Group for the Psychology of Mathematics Education, 1: 123-154. Melbourne: PME.

Radford, L., Edwards, L., & Arzarello, F. (2009). Introduction: Beyond Words. Educational Studies in Mathematics, 70, 91-95.

Rasmussen, C., Stephan, M., & Allen, K. (2004). Classroom Mathematical Practices and Gesturing. Journal of Mathematical Behavior, 23, 301-323.

Reynold, F.J. & Reeve, R.A. (2002). Gesture in Collaborative Mathematics Problem-solving. Journal of Mathematical Behavior, 20, 447–460.

Studdert-Kennedy, M. (1993). A Review of Hand and Mind: What Gestures Reveal About Thought. Haskins Laboratories Status Report on Speech Research. SR-115/116,149-153.

Thompson, J.M. (2014). Teachers’ Perceptions of Other Teachers’ Spontaneous Hand Gesturing in The EFL Classroom. Novitas-ROYAL (Research on Youth and Language), 8(2), 119-135.

Vasc, D. & Ionescu, T. (2013). Embodying Cognition: Gestures and Their Role in the Development of Thinking. Cognitie, Creier, Comportament, 17(2), 1-5

Zanzali, NAH & Nam, L.L. (2000). Evaluating the Levels of Problem Solving Abilities in Mathematics. Dalam Alan, R. (ed.). Proceedings of the International Conference on Mathematics Education into the 21st Century: Mathematics for living, Nov. 18 – 23, 2000. Amman, Jordan.



  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.



Published by:

Suska Journal of Mathematics Education (ISSN Print: 2477-4758|ISSN Online: 2540-9670)

Department of Mathematics Education
Faculty of Education and Teacher Training
Universitas Islam Negeri Sultan Syarif Kasim Riau
Jalan H. R. Soebrantas KM. 15.5, Simpangbaru, Tampan
Pekanbaru - 28293
Creative Commons License
Suska Journal is licensed under a Creative Commons Attribution 4.0 International License



Flag Counter