Children's Understanding of Large-Scale Mapping Tasks: An Analysis of Talk, Drawings, and Gesture

Autor/inn/en	Kotsopoulos, Donna; Cordy, Michelle; Langemeyer, Melanie
Titel	Children's Understanding of Large-Scale Mapping Tasks: An Analysis of Talk, Drawings, and Gesture
Quelle	In: ZDM: The International Journal on Mathematics Education, 47 (2015) 3, S.451-463 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-014-0661-4
Schlagwörter	Children; Motion; Maps; Geometry; Freehand Drawing; Nonverbal Communication; Speech Communication; Low Achievement; High Achievement; Comparative Analysis + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Bewegungsablauf; Map; Karte; Geometrie; Drawing; Zeichnen; Non-verbal communication; Nonverbale Kommunikation; Unterdurchschnittliche Leistung
Abstract	This research examined how children represent motion in large-scale mapping tasks that we referred to as "motion maps". The underlying mathematical content was transformational geometry. In total, 19 children, 8- to 10-year-old, created motion maps and captured their motion maps with accompanying verbal description digitally. Analysis of the responses included a fine-grained coding of their drawing, oral description, and hand gestures used while describing. In addition, the classroom teacher (second author) also assessed the drawings and the oral responses. Results indicate that low achieving children produced fewer objects in their drawings, fewer gestures, and fewer verbal descriptions when engaging in a large-scale mapping task compared to high achieving children. Moreover, these children were found to use a series of connected small-scale maps to construct the larger-scale representation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01