M
Martha W. Alibali
Researcher at University of Wisconsin-Madison
Publications - 178
Citations - 12790
Martha W. Alibali is an academic researcher from University of Wisconsin-Madison. The author has contributed to research in topics: Gesture & Embodied cognition. The author has an hindex of 49, co-authored 170 publications receiving 11432 citations. Previous affiliations of Martha W. Alibali include University of Chicago & Carnegie Mellon University.
Papers
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Developing Conceptual Understanding and Procedural Skill in Mathematics: An Iterative Process.
TL;DR: In this paper, the authors propose that conceptual and procedural knowledge develop in an iterative fashion and that improved problem representation is 1 mechanism underlying the relations between them, and demonstrate that children's initial conceptual knowledge predicted gains in procedural knowledge.
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Visible embodiment: Gestures as simulated action
TL;DR: This work argues that gestures emerge from perceptual and motor simulations that underlie embodied language and mental imagery, and proposes the gestures-as-simulated-action framework to explain how gestures might arise from an embodied cognitive system.
Book
Children's Thinking
TL;DR: In this article, the authors present six broad categories of children's thinking, i.e., perception, memory, conceptual, social cognition, academic, and problem-solving.
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Conceptual and procedural knowledge of mathematics: Does one lead to the other?
TL;DR: The authors explored the relation between conceptual and procedural knowledge in children learning the principle that the two sides of an equation represent the same quantity and examined how instruction influenced children's acquisition of both concepts and procedures.
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Embodiment in Mathematics Teaching and Learning: Evidence From Learners' and Teachers' Gestures
TL;DR: The authors argue that mathematical cognition is embodied in two key senses: it is based in perception and action, and it is grounded in the physical environment, and they present evidence drawn from teachers' and learners' gestures to make the case that mathematical knowledge is embodied.