Abstract
Gestures are central to human cognition and constitute a pervasive element of human communication across cultures; even congenitally blind individuals use gestures when they talk. Yet there exists virtually no educational research that focuses on the role of gestures in knowing and learning and the implications they have for designing and evaluating learning environments. The purpose of this article is to provide a review of the existing literature in anthropology, linguistics, psychology, and education and, in the context of several concrete analyses of gesture use, to articulate potential focus questions that are relevant to educational research of knowing, learning, and teaching.
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