TY - JOUR AU - Aldugom, Mary AU - Fenn, Kimberly AU - Cook, Susan Wagner PY - 2020 DA - 2020/06/09 TI - Gesture during math instruction specifically benefits learners with high visuospatial working memory capacity JO - Cognitive Research: Principles and Implications SP - 27 VL - 5 IS - 1 AB - Characteristics of both teachers and learners influence mathematical learning. For example, when teachers use hand gestures to support instruction, students learn more than others who learn the same concept with only speech, and students with higher working memory capacity (WMC) learn more rapidly than those with lower WMC. One hypothesis for the effect of gesture on math learning is that gestures provide a signal to learners that can reduce demand on working memory resources during learning. However, it is not known what sort of working memory resources support learning with gesture. Gestures are motoric; they co-occur with verbal language and they are perceived visually. SN - 2365-7464 UR - https://doi.org/10.1186/s41235-020-00215-8 DO - 10.1186/s41235-020-00215-8 ID - Aldugom2020 ER -