6533b831fe1ef96bd129824f
RESEARCH PRODUCT
Kindergarten children's argumentation in reflection symmetry: The role of semiotic means
Svanhild Breivesubject
Argumentationgestureskindergarten[MATH] Mathematics [math][SHS] Humanities and Social Sciencessemiotic means[MATH]Mathematics [math][SHS]Humanities and Social Sciencesdescription
International audience; In this paper I investigate the characteristics of children's argumentation when they work with reflection symmetry. Using Toulmin's (2003) model for substantial argumentation, I illuminate structural aspects of the ongoing argumentation. In addition, I analyse the children's argumentation with respect to their use of semiotic means. Results show that children are able to argue for a claim in a quite complex manner. The study also illustrates the extensive use of semiotic means in children's argumentation. In every element in the argumentative structure, children use gestures and other semiotic means to mediate their ideas. It is actually impossible to make sense of the ongoing argumentation without considering the use of semiotic means.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2017-02-01 |