This study examined how gesture affects children's math learning, specifically addition. Children were randomly assigned to one of three conditions: a gesture condition where they were taught with grouping gestures, a no gesture condition, or a partial gesture condition using only pointing. Children took a pre-test, then received lessons with their assigned condition before taking a post-test. The results showed children in the full gesture condition scored higher than those in the partial gesture condition, who scored higher than those in the no gesture condition, demonstrating that gestures enhanced math learning. However, the study only used minimal speech during lessons, so the effects of gestures combined with more extensive verbal instruction remain unclear.