ERIC Number: ED364433
Record Type: RIE
Publication Date: 1993-Mar
Reference Count: N/A
Implicit Knowledge Conveyed in Gesture Sets the Agenda for Learning.
Alibali, Martha Wagner; And Others
Findings from two studies of fourth grade children learning the concept of mathematical equivalence are presented. The questions studied were: (1) Can knowledge conveyed in gesture but not in speech be tapped by a recognition technique; and (2) Does having implicit knowledge that is expressed in gesture but not in speech have implications for learning? The first question was addressed in a study of 17 fourth grade students who solved six pretest problems of the form 3 + 4 + 5 = --- + 5 incorrectly. The students were presented six additional problems, one at a time, and were asked to rate the acceptability of six preferred solutions to each problem derived from strategies children often use. The second question was addressed in a study of 43 students who were unsuccessful on a pretest of six addition and four multiplication problems similar in form to the above example. These students were trained in the concept of equivalence and were retested. Results suggest that the knowledge a child expresses in gesture but not in speech reflects the first step in acquiring a concept and sets the agenda for future learning. (DE)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Equality (Mathematics); Implicit Verbal Behavior
Note: Paper presented at the Annual Meeting of the Society for Research in Child Development (New Orleans, LA, March 1993).