Gesture and body-tactile experience in the learning of mathematical concepts

In this paper we review some recent results concerning the role of gestures in learning mathematical concepts that are analyzed from different viewpoints. We investigate the relation between the use of gestures and the importance of the body-tactile experience within the context of mathematical communication and problem solving activity. Some emphasis is put also on the specific issues that this problem raises in the context of cognitive psychology. In particular we aim to demonstrate the effectiveness of these didactic approaches that not only support the student in learning mathematical concepts but also stimulate in them the emergence of scientific abstract languages.