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The relationship between language an...

Foran, Lori G.

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The relationship between language and gesture during early arithmetic problem solving by preschoolers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The relationship between language and gesture during early arithmetic problem solving by preschoolers./
作者:	Foran, Lori G.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
面頁冊數:	151 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.
Contained By:	Dissertation Abstracts International77-04A(E).
標題:	Linguistics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3735828
ISBN:	9781339246598

The relationship between language and gesture during early arithmetic problem solving by preschoolers.
Foran, Lori G.

The relationship between language and gesture during early arithmetic problem solving by preschoolers. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 151 p.

Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.

Thesis (Ph.D.)--University of South Alabama, 2015.

Students routinely gesture when they talk about mathematic concepts. Gesturing supports accuracy in the areas of mathematics including counting and solving equations. Beyond solving mathematic problems, students are often required to verbally explain how they figure out their solutions, a language-loaded task. The purpose was to determine whether gesture supported accuracy in preschool children as they verbally solved and explained their solutions for mathematic word problems requiring addition by manipulating gesture use. Forty-one preschool children were asked to solve 12 word problems in two conditions. In the Gesture-Encouraged condition, use of hands and fingers as children solved and explained their solutions for a set of six word problems was promoted. In the Gesture-Prohibited condition, children kept their hands still as they solved and explained their solutions to an additional set of six word problems. No significant difference was found between children's accuracy solving word problems in the Gesture-Encouraged conditions and the Gesture-Prohibited condition. Children frequently counted items in both the Gesture-Encouraged and Gesture-Prohibited conditions, using head nods when their hands were still, and their spontaneous counting reliably predicted their accuracy. The prevalence of counting in both conditions likely obscured the effect of gesture differences. The children expressed a significantly greater number of solving strategies in the Gesture-Encouraged condition than they did in the Gesture-Prohibited condition; however, there was no significant difference in the number of effective strategies expressed during the gesture conditions. A closer examination of results revealed performance differences based on accuracy for the Gesture-Encouraged condition and the Gesture-Prohibited condition between the boys (N = 22) and the girls ( N = 19). When gesture use was prohibited, the boys significantly outperformed the girls when solving the mathematic word problems. The boys also outperformed the girls on a baseline math task. Yet, there was no significant difference between the accuracy of girls and boys when the children were encouraged to gesture while solving. The investigator identified 10 types of gestures that children used as they solved mathematic word problems. The children who were accurate solvers were observed to rely more heavily on Point to Count and Cardinal to Count gestures, gestures that supported their counting strategy, compared to their less accurate peers. The proportion of gesture-speech combinations that conveyed unique content through the gesture modality was three times larger in the less accurate solvers than the more accurate solvers. Gesture use appeared to aid the solving accuracy of children whose skills in mathematic problem solving were in a state of development. Preschoolers whose math and language skills are less advanced than their peers may benefit from spontaneously gesturing and explicit instruction on implementing specific gestures that support counting as they learn how to combine sets of items to determine sums. The results suggested children with language impairment may stand the most to benefit from gesture use as they explain mathematic solutions.

ISBN: 9781339246598Subjects--Topical Terms:

524476
Linguistics.

The relationship between language and gesture during early arithmetic problem solving by preschoolers.
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520 $a Students routinely gesture when they talk about mathematic concepts. Gesturing supports accuracy in the areas of mathematics including counting and solving equations. Beyond solving mathematic problems, students are often required to verbally explain how they figure out their solutions, a language-loaded task. The purpose was to determine whether gesture supported accuracy in preschool children as they verbally solved and explained their solutions for mathematic word problems requiring addition by manipulating gesture use. Forty-one preschool children were asked to solve 12 word problems in two conditions. In the Gesture-Encouraged condition, use of hands and fingers as children solved and explained their solutions for a set of six word problems was promoted. In the Gesture-Prohibited condition, children kept their hands still as they solved and explained their solutions to an additional set of six word problems. No significant difference was found between children's accuracy solving word problems in the Gesture-Encouraged conditions and the Gesture-Prohibited condition. Children frequently counted items in both the Gesture-Encouraged and Gesture-Prohibited conditions, using head nods when their hands were still, and their spontaneous counting reliably predicted their accuracy. The prevalence of counting in both conditions likely obscured the effect of gesture differences. The children expressed a significantly greater number of solving strategies in the Gesture-Encouraged condition than they did in the Gesture-Prohibited condition; however, there was no significant difference in the number of effective strategies expressed during the gesture conditions. A closer examination of results revealed performance differences based on accuracy for the Gesture-Encouraged condition and the Gesture-Prohibited condition between the boys (N = 22) and the girls ( N = 19). When gesture use was prohibited, the boys significantly outperformed the girls when solving the mathematic word problems. The boys also outperformed the girls on a baseline math task. Yet, there was no significant difference between the accuracy of girls and boys when the children were encouraged to gesture while solving. The investigator identified 10 types of gestures that children used as they solved mathematic word problems. The children who were accurate solvers were observed to rely more heavily on Point to Count and Cardinal to Count gestures, gestures that supported their counting strategy, compared to their less accurate peers. The proportion of gesture-speech combinations that conveyed unique content through the gesture modality was three times larger in the less accurate solvers than the more accurate solvers. Gesture use appeared to aid the solving accuracy of children whose skills in mathematic problem solving were in a state of development. Preschoolers whose math and language skills are less advanced than their peers may benefit from spontaneously gesturing and explicit instruction on implementing specific gestures that support counting as they learn how to combine sets of items to determine sums. The results suggested children with language impairment may stand the most to benefit from gesture use as they explain mathematic solutions.
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