Gesturing with hands is a powerful tool for children's learning

A recent study from the University of Chicago's Department of Psychology showed that use of abstract gestures is a powerful tool for helping children understand and generalize mathematical concepts. 

Credit: Goldin-Meadow Lab

Children who use their hands to gesture during a math lesson gain a deep understanding of the problems they are taught, according to new research from University of Chicago's Department of Psychology.

Previous research has found that gestures can help children learn. This study in particular was designed to answer whether abstract gesture can support generalization beyond a particular problem and whether abstract gesture is a more effective teaching tool than concrete action.

"We found that acting gave children a relatively shallow understanding of a novel math concept, whereas gesturing led to deeper and more flexible learning," explained the study's lead author, Miriam A. Novack, a PhD student in psychology.

The study, "From action to abstraction: Using the hands to learn math," is published online by Psychological Science.

The researchers taught third-grade children a strategy for solving one type of mathematical equivalence problem, for example, 4 + 2 + 6 = ____ + 6.

They then tested the students on similar mathematical equivalence problems to determine how well they understood the underlying principle.

The researchers randomly assigned 90 children to conditions in which they learned using different kinds of physical interaction with the material.

In one group, children picked up magnetic number tiles and put them in the proper place in the formula.

For example, for the problem 4 + 2 + 6 = ___ + 6, they picked up the 4 and 2 and placed them on a magnetic whiteboard.

Another group mimed that action without actually touching the tiles, and a third group was taught to use abstract gestures with their hands to solve the equations.

In the abstract gesture group, children were taught to produce a V-point gesture with their fingers under two of the numbers, metaphorically grouping them, followed by pointing a finger at the blank in the equation.

The children were tested before and after solving each problem in the lesson, including problems that required children to generalize beyond what they had learned in grouping the numbers.

For example, they were given problems that were similar to the original one, but had different numbers on both sides of the equation.

Children in all three groups learned the problems they had been taught during the lesson. But only children who gestured during the lesson were successful on the generalization problems.

Susan Goldin-Meadow

"Abstract gesture was most effective in encouraging learners to generalize the knowledge they had gained during instruction, action least effective, and concrete gesture somewhere in between," said senior author Susan Goldin-Meadow, the Beardsley Ruml Distinguished Service Professor in Psychology.

"Our findings provide the first evidence that gesture not only supports learning a task at hand but, more importantly, leads to generalization beyond the task."

"Children appear to learn underlying principles from their actions only insofar as those actions can be interpreted symbolically."

More information: Miriam A. Novack, Eliza L. Congdon, Naureen Hemani-Lopez, and Susan Goldin-Meadow. "From Action to Abstraction: Using the Hands to Learn Math." Psychological Science 0956797613518351, first published on February 6, 2014 DOI: 10.1177/0956797613518351

Carol Vorderman's Online Maths School

Sunbird Educational Products Fruit & Veg Maths - YouTube

Fruit and Veg Maths is a truely interactive maths resource. Not because it can be used on an electronic whiteboard but because it can be manipulated by the teacher and/or the students.

It’s colourful and bright and guaranteed to keep your students engaged in maths lessons. Our resources are created to show students that maths lessons can be fun and interesting.

Fruit and Veg Maths allows children to practise real world situations when they are given a shopping list and have to calculate the cost.

Sunbird Educational Products

Teaching Number Bonds

Number bonds.
An extract from the SJBWriting blog:
 
"We all use them in our adult life without even realising it. When adding up items in our basket at the supermarket, we know that 3p and 7p is 10p, and that 2x 50p is £1.

When we buy something for £5.60 at the market and hand over a £10 note, we know that £5.60 + 40p is £6 and another £4 makes £10, so we know to expect £4.60 change.

Knowing our number bonds is extremely useful, but a lot of children struggle to learn them.

Over the years I have successfully taught many children how to remember their number bonds. As with times tables, the key is to find multi-sensory ways to teach, and to make practising fun.

Some children respond very well to visual clues, and to help these I use colour sticks.

These are strips marked out in 10 sections and coloured in contrasting colours, so that children can see clearly that 2 red squares plus 8 green squares equals 10 squares altogether, and that 8 green squares plus 2 red squares also equals 10 squares altogether.

They are small enough to hold in the hand, and I tend to use them in conjunction with other methods. The children I tutor find them really useful to refer to during games.

Snap and pelmanism are always popular games, and I have made two sets of cards for this. The first set is colour-coded, so when the children turn the cards over there is a visual clue as to whether the two cards add up to 10.

When they turn over the first card, I encourage them to work out what number they need to find to make 10.

When the children are a little more confident I switch to the black and white ones to remove the visual clue, but we still play the same games to keep some familiarity."

If you find this interesting and want to read more of this article, go to SJBWriting

Dyscalculia: Maths Games for children

The keen2learn range of educational games for maths has been selected to bring fun into helping practice learning in addition, subtraction, multiplication and division.

Help them learn about fractions, decimals, money, counting and telling the time. The games are ideal as a teaching resource for learning in the classroom fun practice at home from early years learning through to GCSE.

Visit the Keen-to-Learn website and decide for yourself!

Channel 4 TV Highlights Failing Number Skills in UK Children

In 2009 more than one in five children left primary school having failed to grasp the basic maths skills required by the national curriculum. In a two-part special, Dispatches asks why and how are we failing Britain's children when it comes to maths.

Dispatches follows a class of final-year pupils at Barton Hill Primary School in Bristol as their staff adopt a radical approach to teaching, in a bid to improve the maths ability of these children before they head off to secondary school.

The problem couldn't be more urgent. Research shows that failing to grasp the fundamentals of maths at primary school leaves only a one in ten chance of catching up by the age of 16.

Dispatches hears from leading lights in the worlds of business and academia - including the CEO of Sainsbury's, Justin King, and George Davies, formerly of Next and Asda - about the impact on the economy and on adult life of leaving school without basic maths skills.

In a provocative nationwide exercise, Dispatches examines the standard of primary maths teaching in this country by testing the teachers. No tricks; just 27 questions that a bright 11-year-old would be able to answer. The shocking results are revealed in the programme.

You can play a shortened version of the maths test by clicking the 'maths quiz' link in the left-hand column of the Channel 4 website page here.

Studying Young Minds, to Learn How to Teach Them

For much of the last century, educators and many scientists believed that children could not learn math at all before the age of five, that their brains simply were not ready.

But recent research has turned that assumption on its head. A number of other so called, conventional wisdom, has also been overturned; geometry, reading, language and self-control in class.

The findings, mostly from a branch of research called cognitive neuroscience, are helping to clarify when young brains are best able to grasp fundamental concepts.

In one recent study, for instance, researchers found that most preschoolers could perform rudimentary arithmetic, by using a practical example; distributing candies among two or three play animals.

In another study, scientists found that the brain’s ability to link letter combinations with sounds may not be fully developed until age 11. This is much later than many have previously assumed.

The teaching of basic academic skills has up until now been largely the realm of tradition and guesswork, but it is finally giving way to approaches based on cognitive science.

In several US cities, including Boston, Washington and Nashville, schools have been experimenting with new curriculums to improve math skills in preschoolers. In others, teachers have used techniques developed by brain function scientists, to help children overcome dyslexia.

In addition, schools in about a dozen US states have begun to use a program intended to accelerate the development of young students’ frontal lobes, in an effort to improve concentration and self-control in class.

“Teaching is an ancient craft, and yet we really have had no idea how it affected the developing brain,” said Kurt Fischer, director of the Mind, Brain and Education program at Harvard. “Well, that is beginning to change, and for the first time we are seeing the fields of brain science and education work together.”

This relationship is new and still awkward, experts say, and there is more hyperbole than evidence surrounding many “brain-based” commercial products on the market. Fortunately, there are others, like an early math program taught in Buffalo schools, that have a track record.

If these and similar efforts find traction in schools, experts say, they could transform teaching from the bottom up — giving the ancient craft a modern scientific compass.