The effect of instructed actions on geometric reasoning: Can students learn by moving their bodies? The pedagogical potential of our body in mathematics has been accruing more attention from the learning sciences community and teaching practitioners. In geometry, researchers have found that certain types of gestures are associated with better proof performance. But can students improve at geometry by performing the gesture-like-movement or learning to use such gestures? This project investigates the efficacy of instructed actions and the conditions in which instructed actions are effective in learning geometry.
