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Developing a relational meaning of the equal sign: effects of using a balance analogy in a game-based virtual environment
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Metacognitive calibration in introductory physics courses: Predictors and interventions
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An examination of gendered discourse in the discussion forums of online STEM courses
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Effect of collaborative learning and direct instruction on myside bias
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The intended and enacted curriculum in a new developmental mathematics course: a study of community college students' participation and attitudes
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Conjunction is more than just a grammatical resource: a comparative study of conjunctions in U.S. and Chinese mathematics lessons
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Enriching science trade books with explicit-reflective nature of science instruction: impacting elementary teachers' practice and improving students' learning
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Students' conceptions of trigonometric functions and positioning practices during pair work with Etoys
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A longitudinal analysis of teacher vs. student reports of teacher-student relatedness and their relation to engagement across the transition to middle school
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Communicating according to the standards: examining math talk in Chinese and U.S. mathematics classrooms
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Teachers' perceptions of the use of ASL phonological instruction to develop ASL and English literacy in an ASL/English bilingual preschool
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| 13 |
Implementing Reform: The Changing Cultures and Discourse Practices of Four First -Grade Classrooms
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| 14 |
Development of Conceptual and Procedural Knowledge in Preschoolers' Addition and Subtraction
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| 16 |
Is gesture-speech mismatch a general index of transitional knowledge?
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Transitional knowledge in the acquisition of concepts
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Abstract:
These studies explore children's conceptual knowledge as it is expressed through their verbal and gestural explanations of concepts. We build on previous work that has shown that children who produce a large proportion of gestures that do not match their verbal explanations are in transition with respect to the concept they are explaining. This gesture/speech mismatch has been called "discordance." Previous work discovered this phenomenon with respect to 5- to 7-year-old children's explanations of conservation problems. Study 1 shows: (1) that older children (10 to 11 years old) exhibit gesture/speech discordance with respect to another concept, understanding the equivalence relationship in mathematical equations, and; (2) that children who produce many discordant responses in their explanations of mathematical equivalence are more likely to benefit from instruction in the concept than are children who produce few such responses. Studies 2 and 3 explore the properties and usefulness of discordance as an index of transitional knowledge in a child's acquisition of mathematical equivalence. Under any circumstance in which new concepts are acquired, there exists a mental bridge connecting the old knowledge state to the new. The studies reported here suggest that the combination of gesture and speech may be an easily observable and significantly interpretable reflection of knowledge states, both static and in flux.
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URL: https://doi.org/10.1016/0885-2014(88)90021-4
http://www.sciencedirect.com/science/article/B6W47-4C9BY2R-3/2/47913dd0d617f4381c2cad4b7e334102
http://hdl.handle.net/2027.42/27122
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