Drawing a line, and then another, and another. Go back from the lines to the movements they capture and see gestures in them: not spatial displacements, but modes of knowledge that pass through the exercise of the body. Discovering something new in a gesture: the line that contracts into a point or the point that expands into a zone, perhaps sinking into a hole. Thus experiencing a diagram: a becoming other inscribed in the novelty of the gesture and in the changes of the forms it shapes. This and much more is discussed in the essays gathered in Diagrams and Gestures. Resulting from trans-disciplinary work between mathematicians, philosophers, linguists and semioticians, the volume delivers an up-to-date account of the most valuable research on the connections between gesture and diagram. As one of the most important themes in contemporary thought, the study of these connections poses a challenge for the future: to elaborate a theory that is equal to new and stimulating research methodologies. We call this theory a philosophy of diagrammatic gestures.

This book expands the landscape of research in mathematics education by analyzing how the body influences mathematical thinking.

This book brings together a collection of research-based papers on current issues in early childhood mathematics education that were presented in the Topic Study Group 1 (TSG 1) at the 13th International Congress on Mathematical Education (ICME-13), held at the University of Hamburg in 2016. It will help readers understand a range of key issues that early childhood mathematics educators encounter today. Research on early childhood mathematics education has grown in recent years, due in part to the well-documented, positive relation between children’s early mathematical knowledge and their later mathematics learning, and to the considerable emphasis many countries are now placing on preschool education. The book addresses a number of central questions, including: What is mathematical structural development and how can we promote it in early childhood? How can multimodality and embodiment contribute to early mathematics learning and to acquiring a better understanding of young children’s mathematical development? How can children’s informal mathematics-related experiences affect instruction and children’s learning in different mathematics content areas? What is the role of tools, including technology and picture books, in supporting early mathematics learning? What are the challenges in early childhood mathematics education for teachers’ education and professional development?

This instructional drawing book is intended to guide the reader through a story-telling based approach to gesture drawing, utilizing different techniques and exercises that encourage and develop creative problem solving as it relates to observational studies. This book clearly outlines a work flow and process with a simple exercise program that encourages the artist to ask questions and create work that engages not only their audience but themselves. Rich illustrations are included throughout that depict this workflow and also different drawing and mark-making techniques, and how to apply the exercises throughout the course of the book. Included are video drawing tutorials and examples. Key Features The approach to drawing as explained in the book is broken down into simple, clearly defined concepts. Each chapter outlines a further step in the drawing process, ending with a technique or exercise the reader can then execute to begin applying each concept to their work. Ample amount of illustrations drawn exclusively for this book or taken directly from the author's physical classes to clearly show the reader individual concepts, exercises, techniques, ideas, etc., so the reader may feel comfortable enough to follow the program. Each chapter includes a chapter objective as well as a summary and ample amount of illustrations which relate to the chapter objective. Key Terms will also be highlighted and defined so that they may be referenced throughout the book without causing unnecessary confusion. Companion video tutorials that show the reader different topics and exercises for reference.

This book considers how people talk about the location of objects and places. Spatial language has occupied many researchers across diverse fields, such as linguistics, psychology, GIScience, architecture, and neuroscience. However, the vast majority of work in this area has examined spatial language in monologue situations, and often in highly artificial and restricted settings. Yet there is a growing recognition in the language research community that dialogue rather than monologue should be a starting point for language understanding. Hence, the current zeitgeist in both language research and robotics/AI demands an integrated examination of spatial language in dialogue settings. The present volume provides such integration for the first time and reports on the latest developments in this important field. Written in a way that will appeal to researchers across disciplines from graduate level upwards, the book sets the agenda for future research in spatial conceptualization and communication.

Landmark study on the role of gestures in relation to speech and thought.

With contributions by numerous experts