Gesturing about number sense
Bibliographic Data
| ID | 12724801 |
|---|---|
| Authors | Joanne Lee (0000-0001-6008-1736, Wilfrid Laurier University, corresponding author), Donna Kotsopoulos (0000-0002-0497-2064, Wilfrid Laurier University), Anupreet Tumber (Wilfrid Laurier University), Samantha Makosz (Wilfrid Laurier University) |
| Year | 2014 |
| Volume | 13 |
| Issue | 3 |
| Pages | 263-279 |
| Publication date | 2014-03-25 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Early Childhood Research (JOURNAL) |
| Journal identifiers | ISSN: 1476-718X • E-ISSN: 1741-2927 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1476718x13510914 |
| OpenAlex | W2063911596 |
| Language | EN |
| References cited | 52 |
Gestures such as finger counting, pointing, and touching have been found to facilitate mathematical development in preschool and school-aged children. However, little is known about the types of mathematically related gestures used by parent–toddler dyads to facilitate early mathematics learning during the first 3 years of life. A total of 24 children (12 boys and 12 girls) between 18 and 25 months of age and their parents participated in a recorded 30-minute play session at home. After the play session, each child completed a task to ascertain his or her counting ability from one to five. Parents initiated significantly more instances of mathematically related gestures than did the children. In contrast, children responded with more gestures to mathematically related talk than did their parents. The most frequent types of gestures produced are collecting/grouping of items in an array, counting objects while enumerating, tapping/touching, holding up, and pointing at an item. A total of 13 children demonstrated some understanding of the five counting principles except the cardinality principle proposed by Gelman and Gallistel. Our findings suggest that parents use specific types of mathematically related gestures during play with their toddlers
Cardinality (data modeling · Developmental psychology · Gesture · Session (web analytics · Toddler · Child and Animal Learning Development · Cognitive and developmental aspects of mathematical skills · Communication · Computer Science · Mathematics Education and Teaching Techniques · Psychology · Artificial Intelligence
Children’s Counting and Concepts of Number
The Origin of Concepts
Some types of parent number talk count more than others: relations between parents’ input and children’s cardinal-number knowledge
Gesturing makes learning last
Addition and subtraction by human infants
One, two, three, four, nothing more
Children's understanding of counting
Social Processes in Early Number Development
How counting represents number
Gesture Paves the Way for Language Development
Core systems of number
The Child’s Understanding of Number
Three is not always a crowd
Do parents lead their children by the hand
Learning words by hand
The Cultural Origins of Human Cognition
Preschool children's mathematical knowledge
Subitizing and counting skills in 3-year-olds
Gestures and some key issues in the study of language development
| Citation velocity | historical |
|---|---|
| Highly cited | No |