Language, gesture, and judgment: Children's paths to abstract geometry
As infants, children are sensitive to geometry when recognizing objects or navigating through rooms; however, explicit knowledge of geometry develops slowly and may be unstable even in adults. How can geometric concepts be both so accessible and so elusive? To examine how implicit and explicit geome...
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2019
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| Acceso en línea: | https://bibliotecadigital.exactas.uba.ar/collection/paper/document/paper_00220965_v177_n_p70_Calero http://hdl.handle.net/20.500.12110/paper_00220965_v177_n_p70_Calero |
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paper:paper_00220965_v177_n_p70_Calero2023-06-08T14:45:45Z Language, gesture, and judgment: Children's paths to abstract geometry Explicit knowledge Geometrical reasoning Gestures Implicit knowledge Language Thought article child decision making education female geometry gesture human human experiment infant major clinical study male speech As infants, children are sensitive to geometry when recognizing objects or navigating through rooms; however, explicit knowledge of geometry develops slowly and may be unstable even in adults. How can geometric concepts be both so accessible and so elusive? To examine how implicit and explicit geometric concepts develop, the current study assessed, in 132 children (3–8 years old) while they played a simple geometric judgment task, three distinctive channels: children's choices during the game as well as the language and gestures they used to justify and accompany their choices. Results showed that, for certain geometric properties, children chose the correct card even if they could not express with words (or gestures) why they had made this choice. Furthermore, other geometric concepts were expressed and supported by gestures prior to their articulation in either choices or speech. These findings reveal that gestures and behavioral choices may reflect implicit knowledge and serve as a foundation for the development of geometric reasoning. Altogether, our results suggest that language alone might not be enough for expressing and organizing geometric concepts and that children pursue multiple paths to overcome its limitations, a finding with potential implications for primary education in mathematics. © 2018 Elsevier Inc. 2019 https://bibliotecadigital.exactas.uba.ar/collection/paper/document/paper_00220965_v177_n_p70_Calero http://hdl.handle.net/20.500.12110/paper_00220965_v177_n_p70_Calero |
| institution |
Universidad de Buenos Aires |
| institution_str |
I-28 |
| repository_str |
R-134 |
| collection |
Biblioteca Digital - Facultad de Ciencias Exactas y Naturales (UBA) |
| topic |
Explicit knowledge Geometrical reasoning Gestures Implicit knowledge Language Thought article child decision making education female geometry gesture human human experiment infant major clinical study male speech |
| spellingShingle |
Explicit knowledge Geometrical reasoning Gestures Implicit knowledge Language Thought article child decision making education female geometry gesture human human experiment infant major clinical study male speech Language, gesture, and judgment: Children's paths to abstract geometry |
| topic_facet |
Explicit knowledge Geometrical reasoning Gestures Implicit knowledge Language Thought article child decision making education female geometry gesture human human experiment infant major clinical study male speech |
| description |
As infants, children are sensitive to geometry when recognizing objects or navigating through rooms; however, explicit knowledge of geometry develops slowly and may be unstable even in adults. How can geometric concepts be both so accessible and so elusive? To examine how implicit and explicit geometric concepts develop, the current study assessed, in 132 children (3–8 years old) while they played a simple geometric judgment task, three distinctive channels: children's choices during the game as well as the language and gestures they used to justify and accompany their choices. Results showed that, for certain geometric properties, children chose the correct card even if they could not express with words (or gestures) why they had made this choice. Furthermore, other geometric concepts were expressed and supported by gestures prior to their articulation in either choices or speech. These findings reveal that gestures and behavioral choices may reflect implicit knowledge and serve as a foundation for the development of geometric reasoning. Altogether, our results suggest that language alone might not be enough for expressing and organizing geometric concepts and that children pursue multiple paths to overcome its limitations, a finding with potential implications for primary education in mathematics. © 2018 Elsevier Inc. |
| title |
Language, gesture, and judgment: Children's paths to abstract geometry |
| title_short |
Language, gesture, and judgment: Children's paths to abstract geometry |
| title_full |
Language, gesture, and judgment: Children's paths to abstract geometry |
| title_fullStr |
Language, gesture, and judgment: Children's paths to abstract geometry |
| title_full_unstemmed |
Language, gesture, and judgment: Children's paths to abstract geometry |
| title_sort |
language, gesture, and judgment: children's paths to abstract geometry |
| publishDate |
2019 |
| url |
https://bibliotecadigital.exactas.uba.ar/collection/paper/document/paper_00220965_v177_n_p70_Calero http://hdl.handle.net/20.500.12110/paper_00220965_v177_n_p70_Calero |
| _version_ |
1768544488914944000 |