Defining and measuring conceptual knowledge in mathematics von Crooks, Noelle M., Alibali, Martha W.

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How Do Gestures Influence Thinking and Speaking? The Gesture-for-Conceptualization Hypothesis von Kita, Sotaro, Alibali, Martha W, Chu, Mingyuan

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Adding and subtracting by hand: Metaphorical representations of arithmetic in spontaneous co-speech gestures von Alcaraz-Carrión, Daniel, Alibali, Martha W., Valenzuela, Javier

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Who Benefits from Diagrams and Illustrations in Math Problems? Ability and Attitudes Matter von Cooper, Jennifer L., Sidney, Pooja G., Alibali, Martha W.

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Gesture as simulated action: Revisiting the framework von Hostetter, Autumn B., Alibali, Martha W.

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Like Mother, Like Daughter: Adults' Judgments About Genetic Inheritance von Menendez, David, Mathiaparanam, Olympia N., Seitz, Vienne, Liu, David, Donovan, Andrea Marquardt, Kalish, Charles W., Alibali, Martha W., Rosengren, Karl S.

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Embodiment in Mathematics Teaching and Learning: Evidence From Learners' and Teachers' Gestures von Alibali, Martha W., Nathan, Mitchell J.

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Teachers’ gestures facilitate students’ learning: A lesson in symmetry von Valenzeno, Laura, Alibali, Martha W, Klatzky, Roberta

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The Role of Visual Representations in Undergraduate Students’ Learning about Genetic Inheritance von Menendez, David, Donovan, Andrea Marquardt, Mathiaparanam, Olympia N., Klapper, Rebecca E., Yoo, Seung Heon, Rosengren, Karl S., Alibali, Martha W.

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Is zero more than nothing? Relations between concepts of zero and integer understanding von Vest, Nicholas A., Alibali, Martha W.

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Visible embodiment: Gestures as simulated action von Hostetter, Autumn B., Alibali, Martha W.

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Noticing relevant problem features: activating prior knowledge affects problem solving by guiding encoding von Crooks, Noelle M, Alibali, Martha W

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Do details bug you? Effects of perceptual richness in learning about biological change von Menendez, David, Rosengren, Karl S., Alibali, Martha W.

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Detailed bugs or bugging details? The influence of perceptual richness across elementary school years von Menendez, David, Rosengren, Karl S., Alibali, Martha W.

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Teachers’ gestures and students’ learning: sometimes “hands off” is better von Yeo, Amelia, Ledesma, Iasmine, Nathan, Mitchell J., Alibali, Martha W., Church, R. Breckinridge

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What We Say and How We Do: Action, Gesture, and Language in Proving von Williams-Pierce, Caroline, Pier, Elizabeth L, Walkington, Candace, Boncoddo, Rebecca, Clinton, Virginia, Alibali, Martha W, Nathan, Mitchell J

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Strategy adoption depends on characteristics of the instruction, learner, and strategy von Brown, Sarah A., Menendez, David, Alibali, Martha W.

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Some Correct Strategies Are Better Than Others: Individual Differences in Strategy Evaluations Are Related to Strategy Adoption von Menendez, David, Brown, Sarah A., Alibali, Martha W.

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Does Visual Salience of Action Affect Gesture Production? von Yeo, Amelia, Alibali, Martha W.

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The Future of Embodied Design for Mathematics Teaching and Learning von Abrahamson, Dor, Nathan, Mitchell J., Williams-Pierce, Caro, Walkington, Candace, Ottmar, Erin R., Soto, Hortensia, Alibali, Martha W.

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