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ERIC Number: EJ907688
Record Type: Journal
Publication Date: 2011-Feb
Pages: 32
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: ISSN-1571-0068
Children's Gestures and the Embodied Knowledge of Geometry
Kim, Mijung; Roth, Wolff-Michael; Thom, Jennifer
International Journal of Science and Mathematics Education, v9 n1 p207-238 Feb 2011
There is mounting research evidence that contests the metaphysical perspective of knowing as mental process detached from the physical world. Yet education, especially in its teaching and learning practices, continues to treat knowledge as something that is necessarily and solely expressed in ideal verbal form. This study is part of a funded project that investigates the role of the body in knowing and learning mathematics. Based on a 3-week (15 1-h lessons) video study of 1-s grade mathematics classroom (N = 24), we identify 4 claims: (a) gestures support children's thinking and knowing, (b) gestures co-emerge with peers' gestures in interactive situations, (c) gestures cope with the abstractness of concepts, and (d) children's bodies exhibit geometrical knowledge. We conclude that children think and learn through their bodies. Our study suggests to educators that conventional images of knowledge as being static and abstract in nature need to be rethought so that it not only takes into account verbal and written languages and text but also recognizes the necessary ways in which children's knowledge is embodied in and expressed through their bodies.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A