This project contains the data and analysis code for the manuscript titled "The Effects of Gesture and Action Training on the Retention of Math Equivalence". This manuscript is currently in the submission process. A link to the manuscript will be added once it has been published. Abstract: Hand gestures and actions-with-objects are both powerful forms of movement that promote learning. However, given their unique affordances, these tools have the potential to promote learning in different ways. In two studies, we compare how children learn, and importantly retain, information after performing gestures, actions, or a combination of the two during a mathematical equivalence lesson. We also ask whether individual differences in children’s spontaneous gesture at the start of the study impacts the effects of gesture- and action-based instruction. In Study 1, which directly compares learning and retention through action and gesture, we find that, regardless of individual differences in pre-test gesture use, gesture-based instruction promotes retention better than action-based instruction. In Study 2, we ask whether using action instruction before or after gesture instruction can improve learning outcomes. Here, we find that children who expressed identical information across speech and gesture at pretest (non-mismatchers) performed better when they receive action training immediately before gesture training than when they receive gesture training before action training; children who expressed different information across speech and gesture at pretest (mismatchers) benefited equally from both sequences. These results suggest that action may be a useful stepping-stone in the initial stages of learning mathematical equivalence for children who may be further behind in their conceptual understanding. The findings also highlight the importance of taking individual differences in prior knowledge into account when evaluating the effectiveness of classroom interventions.