Abstract Mathematical achievement is an early predictor of students’ academic outcomes, and mathematics achievement continues to be important throughout life. Thus, it is essential to examine instructional methods that enhance mathematical learning. One method that may impact mathematical learning is the use of gestures, yet a comprehensive methodical review of the data has not been conducted. The current study examined the impact that gestures have on student learning when educators use gestures during mathematical instruction and educators’ perception of student mathematical knowledge when students use gestures. A systematic search was conducted to assemble research studies that evaluated the use of gestures in mathematical instruction with students in preschool to 12th grade. Empirical data from 35 research articles indicate that gestures used by students or educators that enhance verbal instruction can increase student mathematical performance and memory. Furthermore, it is practical to teach students and educators to use gestures effectively during mathematical learning.

中文翻译：

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手告诉我们关于数学学习的什么

摘要 数学成绩是学生学业成绩的早期预测指标，数学成绩在一生中仍然很重要。因此，有必要检查增强数学学习的教学方法。可能影响数学学习的一种方法是使用手势，但尚未对数据进行全面、有条理的审查。当前的研究调查了当教育者在数学教学中使用手势时手势对学生学习的影响，以及当学生使用手势时教育者对学生数学知识的看法。进行了系统搜索以收集评估在数学教学中使用手势对学龄前至 12 年级学生进行的研究。来自 35 篇研究文章的实证数据表明，学生或教育工作者使用的增强口头教学的手势可以提高学生的数学成绩和记忆力。此外，教学生和教育工作者在数学学习过程中有效地使用手势是实用的。