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Young children’s multimodal mathematical explanations
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.ORCID iD: 0000-0001-8058-3661
Malmö University.
Malmö University.
Malmö University.
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2014 (English)In: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704, Vol. 46, no 6, p. 895-909Article in journal (Refereed) Published
Abstract [en]

This paper investigates how three children provided mathematical explanations whilst playing with a set of glass jars in a Swedish preschool. Using the idea of semiotic bundles combined with the work on multimodal interactions, the different semiotic resources used individually and in combinations by the children are described. Given that the children were developing their verbal fluency, it was not surprising to find that they also included physical arrangements of the jars and actions to support their explanations. Hence, to produce their explanations of different attributes such as thin and sameness, the children drew on each other’s gestures and actions with the jars. This research has implications for how the relationship between verbal language and gestures can be viewed in regard to young children’s explanations.

Place, publisher, year, edition, pages
2014. Vol. 46, no 6, p. 895-909
National Category
Mathematical Analysis Pedagogy
Research subject
Mathematics Education
Identifiers
URN: urn:nbn:se:ltu:diva-10071DOI: 10.1007/s11858-014-0614-yScopus ID: 2-s2.0-84919902748Local ID: 8d226157-cf96-403d-b122-93904d619b03OAI: oai:DiVA.org:ltu-10071DiVA, id: diva2:983011
Note
Validerad; 2014; 20131017 (marijo)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-07-10Bibliographically approved

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Johansson, Maria

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