Hand gestures are important in human cognition and constitute a pervasive element of human communication. Yet there exists few educational research that focuses on the role of gestures in knowing and learning and the implications they have for designing and evaluating educational environments. The purpose of this article is to provide a review of the existing literature about hand gestures and thought, verbal, non-verbal communication circumstances. and classified hand gestures into three types: transitional, interactive, representational throughout reviews. And to find out more concrete hand gesture strategies in classroom communication I analysed elementary classroom teaching discources(3, 4 grade) and interviewed experienced hand gesturing (focused on emblems) teachers. the findings suggest that hand gestures in classroom helps effective classroom communication and facilitate learning precesses. In conclusion I proposed hand gesture application strategies according to types of teacher-student relationships and cognitive, affective, behavioral approaches. Although further research is necessary to understand and articulate potential focus questions that are relevant to educational research of knowing, learning, and teaching.