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dc.contributor.authorKim, Mijung
dc.contributor.authorRoth, Wolff-Michael
dc.contributor.authorThom, Jennifer
dc.date.accessioned2017-05-03T16:00:56Z
dc.date.available2017-05-03T16:00:56Z
dc.date.issued2011
dc.date.modified2012-04-10T22:45:32Z
dc.identifier.issn15710068
dc.identifier.doi10.1007/s10763-010-9240-5
dc.identifier.urihttp://hdl.handle.net/10072/44366
dc.description.abstractThere is mounting research evidence that contests the metaphysical perspective of knowing as mental process detached from the physical world. Yet education, especially in its teaching and learning practices, continues to treat knowledge as something that is necessarily and solely expressed in ideal verbal form. This study is part of a funded project that investigates the role of the body in knowing and learning mathematics. Based on a 3-week (15 1-h lessons) video study of 1-s grade mathematics classroom (N = 24), we identify 4 claims: (a) gestures support children's thinking and knowing, (b) gestures co-emerge with peers' gestures in interactive situations, (c) gestures cope with the abstractness of concepts, and (d) children's bodies exhibit geometrical knowledge. We conclude that children think and learn through their bodies. Our study suggests to educators that conventional images of knowledge as being static and abstract in nature need to be rethought so that it not only takes into account verbal and written languages and text but also recognizes the necessary ways in which children's knowledge is embodied in and expressed through their bodies.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherSpringer
dc.publisher.placeNetherlands
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom207
dc.relation.ispartofpageto238
dc.relation.ispartofissue1
dc.relation.ispartofjournalInternational Journal of Science and Mathematics Education
dc.relation.ispartofvolume9
dc.rights.retentionY
dc.subject.fieldofresearchMathematics and Numeracy Curriculum and Pedagogy
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchcode130208
dc.subject.fieldofresearchcode1302
dc.titleChildren’s gestures and the embodied knowledge of geometry
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.date.issued2011
gro.hasfulltextNo Full Text
gro.griffith.authorRoth, Michael


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