Show simple item record

dc.contributor.authorElia, Iliadaen
dc.contributor.authorEvangelou, Kyriacoullaen
dc.creatorElia, Iliadaen
dc.creatorEvangelou, Kyriacoullaen
dc.date.accessioned2017-07-27T10:42:07Z
dc.date.available2017-07-27T10:42:07Z
dc.date.issued2014
dc.identifier.urihttps://gnosis.library.ucy.ac.cy/handle/7/37880
dc.description.abstractRecent studies have advocated that mathematical meaning is mediated by gestures. This case study explores the gestures kindergarten children produce when learning spatial concepts in a mathematics classroom setting. Based on a video study of a mathematical lesson in a kindergarten class, we concentrated on the verbal and non-verbal behavior of one kindergartner who produced a great amount of gestures during instruction. The microgenetic approach was used for the analysis of the data. The results showed that the kindergartner used gestures throughout the whole instruction. For all the spatial concepts that were addressed (‘in’ and ‘out’, ‘on’ and ‘under’, ‘up’ and ‘down’), he produced mainly deictic gestures referring either to existing or virtual objects. The child was found to produce different types of gestures in different spatial contexts. Our analysis revealed the occurrence of a gesture–speech match and a gesture–speech mismatch. In the latter case, the child's gestures were found to complement and enrich his verbal utterances. The child's gestures along with his speech acted as semiotic means of objectification of specific spatial relations that were rather abstract for the child and were not represented adequately by speech. Besides the phenomenon of the coordination between oral speech and gesture, enacted by the child himself, evidence was found for the coordination between the two semiotic systems activated by different people, that is, the child under study and the other children or the teacher of the class. Furthermore, the teacher's gestures were found to influence the child's gestures in different ways. These findings are discussed and suggestions for further research on the role of gestures in the development of spatial thinking in the early years are drawn.en
dc.sourceEuropean Early Childhood Education Research Journalen
dc.source.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-84894264994&doi=10.1080%2f1350293X.2013.865357&partnerID=40&md5=ca009a96ed76e5f1532e9aa3d6e80c1b
dc.titleGesture in a kindergarten mathematics classroomen
dc.typeinfo:eu-repo/semantics/article
dc.identifier.doi10.1080/1350293X.2013.865357
dc.description.volume22
dc.description.issue1
dc.description.startingpage45
dc.description.endingpage66
dc.author.facultyΣχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and Education
dc.author.departmentΤμήμα Επιστημών της Αγωγής / Department of Education
dc.type.uhtypeArticleen
dc.source.abbreviationEur.Early Child.Educ.Res.J.
dc.source.otherScopus
dc.contributor.orcidElia, Iliada [0000-0002-0072-4178]


Files in this item

FilesSizeFormatView

There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record