Teacher Language and Gesture in an Intervention Focused on Developing Kindergarteners' Understandings of the Equal Sign [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).

Autor/inn/en	Sung, Yewon; Stephens, Ana; Veltri Torres, Ranza; Strachota, Susanne; Blanton, Maria; Gardiner, Angela; Stroud, Rena; Knuth, Eric
Titel	Teacher Language and Gesture in an Intervention Focused on Developing Kindergarteners' Understandings of the Equal Sign [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).
Quelle	(2022), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Kindergarten; Mathematics Instruction; Teaching Methods; Symbols (Mathematics); Nonverbal Communication; Language Usage; Equations (Mathematics); Thinking Skills; Algebra; Early Intervention; Correlation; Classroom Communication + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Non-verbal communication; Nonverbale Kommunikation; Sprachgebrauch; Equations; Mathematics; Gleichungslehre; Denkfähigkeit; Korrelation; Klassengespräch
Abstract	This research reports on the teacher language and gesture that contributed to shifts in thinking about the equal sign and equations observed in twenty kindergarteners who took part in an early algebra intervention. Our analysis revealed ways in which the teacher used language and gesture to support students in moving from describing and working with the equal sign operationally (i.e., as a signal to compute) to describing the symbol as indicating the equivalence of two amounts and successfully working with equations of various forms. We detail four kinds of language and two kinds of gesture specifically related to mathematical equivalence that we believe contributed to students' growth. [For the complete proceedings, see ED630210.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01