Learners’ Spontaneous Gesture Before a Math Lesson Predicts the Efficacy of Seeing Versus Doing Gesture During the Lesson von Congdon, Eliza L., Wakefield, Elizabeth M., Novack, Miriam A., Hemani‐Lopez, Naureen, Goldin‐Meadow, Susan

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Mental Transformation Skill in Young Children: The Role of Concrete and Abstract Motor Training von Levine, Susan C., Goldin‐Meadow, Susan, Carlson, Matthew T., Hemani‐Lopez, Naureen

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The effects of gesture and action training on the retention of math equivalence von Kersey, Alyssa J, Carrazza, Cristina, Novack, Miriam A, Congdon, Eliza L, Wakefield, Elizabeth M, Hemani-Lopez, Naureen, Goldin-Meadow, Susan

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From Action to Abstraction: Using the Hands to Learn Math von Novack, Miriam A., Congdon, Eliza L., Hemani-Lopez, Naureen, Goldin-Meadow, Susan

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Children integrate speech and gesture across a wider temporal window than speech and action when learning a math concept von Carrazza, Cristina, Wakefield, Elizabeth M., Hemani-Lopez, Naureen, Plath, Kristin, Goldin-Meadow, Susan

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Better together: Simultaneous presentation of speech and gesture in math instruction supports generalization and retention von Congdon, Eliza L., Novack, Miriam A., Brooks, Neon, Hemani-Lopez, Naureen, O'Keefe, Lucy, Goldin-Meadow, Susan

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