東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Grouping Gestures Promote Children's...

Jamalian, Azadeh.

Linked to FindBook

Google Book

Amazon

博客來

Grouping Gestures Promote Children's Effective Counting Strategies by Adding a Layer of Meaning through Action.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Grouping Gestures Promote Children's Effective Counting Strategies by Adding a Layer of Meaning through Action./
Author:	Jamalian, Azadeh.
Description:	128 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
Contained By:	Dissertation Abstracts International75-10A(E).
Subject:	Educational psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3622704
ISBN:	9781303945984

Grouping Gestures Promote Children's Effective Counting Strategies by Adding a Layer of Meaning through Action.
Jamalian, Azadeh.

Grouping Gestures Promote Children's Effective Counting Strategies by Adding a Layer of Meaning through Action. - 128 p.

Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.

Thesis (Ph.D.)--Columbia University, 2014.

This item must not be sold to any third party vendors.

Preschoolers can often rattle off a long sequence of numbers in order, but have problems in reporting the exact number of objects even in a small set, and have trouble in comparing numerical relation of two sets that differ by exactly 1 item. The present study showed that representing and highlighting sets by showing a circular, enclosed diagram around them with or without a grouping gesture helps children to enhance their understanding of cardinality and to improve their overall math competence. Nighty-three preschool students, ages ranging from 3years-10 months to 4 years-9months (M= 51.82 months, SD= 3.56 months), from three public schools in Harlem, New York participated in this study. Children from each school were ranked based on their pre-test score on the Test of Early Mathematics Ability (TEMA-3), and were then assigned randomly to one of the three math comparison groups or the reading control group. Children in diagram-plus-gesture math group, were asked to draw a bubble by making a grouping gesture around each of the two sets on a touch screen device, indicate the number of fish in each bubble, and judge whether there were the same number of fish in each bubble, and in case the number was not the same, indicate which set had more fish. Children in the diagram only condition simply saw bubbles around sets without the need to do a grouping gesture around them. Children in the no diagram- no gesture condition neither saw a bubble nor did a grouping gesture. All participants played on the software for 4 sessions within a two-week time period and the data were examined microgenetically. Results showed that all children in the math comparison groups improved in their math scores during the game-play and improved in their overall math competence from pre- to post-test, unlike the children in the reading control group. More importantly, children who saw the circular diagram (bubbles) around sets with or without the grouping gesture outperformed children who never saw bubbles nor made a grouping gesture in their accuracy, understanding of cardinality, and overall math competence from pre to post. Further, children with lower executive functioning skills benefitted from performing the grouping gesture in addition to seeing the circular diagram. Gestures can have the same form as diagrams, and hence, they may carry information that is redundant with diagrams. Such redundancy reinforces the message by presenting information in two modalities--- a redundancy that may not be necessary for some, but beneficial to others (i.e. children with low executive functioning skills). Finally, over the course of game-play children who did the grouping gesture never counted the two sets together as one set when asked to compare their numerical relation--- a mistake many preschoolers make; children in the other groups made that mistake occasionally. Because gestures are actions and dynamic by nature, they appear to be especially suited for changing actions and promoting early counting skills.

ISBN: 9781303945984Subjects--Topical Terms:

517650
Educational psychology.

Grouping Gestures Promote Children's Effective Counting Strategies by Adding a Layer of Meaning through Action.
LDR:04026nmm a2200301 4500 001 2058596
005 20150716112058.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781303945984
035 $a (MiAaPQ)AAI3622704
035 $a AAI3622704
040 $a MiAaPQ $c MiAaPQ
100 1 $a Jamalian, Azadeh. $3 3172577
245 1 0 $a Grouping Gestures Promote Children's Effective Counting Strategies by Adding a Layer of Meaning through Action.
300 $a 128 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
500 $a Adviser: Barbara Tversky.
502 $a Thesis (Ph.D.)--Columbia University, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a Preschoolers can often rattle off a long sequence of numbers in order, but have problems in reporting the exact number of objects even in a small set, and have trouble in comparing numerical relation of two sets that differ by exactly 1 item. The present study showed that representing and highlighting sets by showing a circular, enclosed diagram around them with or without a grouping gesture helps children to enhance their understanding of cardinality and to improve their overall math competence. Nighty-three preschool students, ages ranging from 3years-10 months to 4 years-9months (M= 51.82 months, SD= 3.56 months), from three public schools in Harlem, New York participated in this study. Children from each school were ranked based on their pre-test score on the Test of Early Mathematics Ability (TEMA-3), and were then assigned randomly to one of the three math comparison groups or the reading control group. Children in diagram-plus-gesture math group, were asked to draw a bubble by making a grouping gesture around each of the two sets on a touch screen device, indicate the number of fish in each bubble, and judge whether there were the same number of fish in each bubble, and in case the number was not the same, indicate which set had more fish. Children in the diagram only condition simply saw bubbles around sets without the need to do a grouping gesture around them. Children in the no diagram- no gesture condition neither saw a bubble nor did a grouping gesture. All participants played on the software for 4 sessions within a two-week time period and the data were examined microgenetically. Results showed that all children in the math comparison groups improved in their math scores during the game-play and improved in their overall math competence from pre- to post-test, unlike the children in the reading control group. More importantly, children who saw the circular diagram (bubbles) around sets with or without the grouping gesture outperformed children who never saw bubbles nor made a grouping gesture in their accuracy, understanding of cardinality, and overall math competence from pre to post. Further, children with lower executive functioning skills benefitted from performing the grouping gesture in addition to seeing the circular diagram. Gestures can have the same form as diagrams, and hence, they may carry information that is redundant with diagrams. Such redundancy reinforces the message by presenting information in two modalities--- a redundancy that may not be necessary for some, but beneficial to others (i.e. children with low executive functioning skills). Finally, over the course of game-play children who did the grouping gesture never counted the two sets together as one set when asked to compare their numerical relation--- a mistake many preschoolers make; children in the other groups made that mistake occasionally. Because gestures are actions and dynamic by nature, they appear to be especially suited for changing actions and promoting early counting skills.
590 $a School code: 0054.
650 4 $a Educational psychology. $3 517650
650 4 $a Educational technology. $3 517670
650 4 $a Mathematics education. $3 641129
690 $a 0525
690 $a 0710
690 $a 0280
710 2 $a Columbia University. $b Cognitive Studies in Education. $3 3172569
773 0 $t Dissertation Abstracts International $g 75-10A(E).
790 $a 0054
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3622704