Gesture Learning Mathematics, Spontaneous?

Mathematics learning should be designed to introduce learners" power of mathematical meaning to the below to real-world models. Gestures in learning also have a very important role in delivering materials and focusing the attention of students. The gestures of teachers and students that appear during the learning process prove that the body is involved in learning interactions. This study aims to decrypt gestures that are produced spontaneously in mathematical learning. The research was conducted at the elementary and high school levels. The research subjects are teachers and students. Data collection is done by observing /recording audio visually the learning process of mathematics in class, then the collected data is analyzed exploratively with qualitative analysis techniques. The results of research were described into 2 (two) categories, namely the gesture of the teacher delivering the material and the gesture of the students solving mathematical problems. Both show that the gestures produced during the mathematical learning process appeared spontaneously and had
meaning integrated with speech.