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<p>This paper reports on how a&#xa0;group of German preschool children involving in mathematical argumentation use gestures in the course of a&#xa0;guided learning situation. Drawing on the concept of <i>explorative mathematical argumentation (EMA) </i>(Reuter <CitationRef CitationID="CR34">2023</CitationRef>) and Walkington et&#xa0;al.’s categorization of collaborative gestures (Walkington et&#xa0;al. <CitationRef CitationID="CR44">2019</CitationRef>a), a&#xa0;case study of young children’s mathematical argumentation about geometrical objects is presented.</p><p>The focal point of this paper will be the collaborative exchange of gestures between a&#xa0;preschool child and an adult learning guide during a&#xa0;process of geometrical argumentation and conceptualization. The data shows that dynamic gestures, passed on as collaborative gestures between learners and learning guides, can support pre-school children’s early explorative mathematical argumentation processes in terms of argumentative as well as mathematical competence. The findings suggest that gestures should be applied and observed consciously in mathematical learning environments for young children, especially with respect to argumentation processes.</p>

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Children’s Explorative Mathematical Argumentation: the Role of Gesture

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年4月28日

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  • Friederike Reuter

摘要

This paper reports on how a group of German preschool children involving in mathematical argumentation use gestures in the course of a guided learning situation. Drawing on the concept of explorative mathematical argumentation (EMA) (Reuter 2023) and Walkington et al.’s categorization of collaborative gestures (Walkington et al. 2019a), a case study of young children’s mathematical argumentation about geometrical objects is presented.

The focal point of this paper will be the collaborative exchange of gestures between a preschool child and an adult learning guide during a process of geometrical argumentation and conceptualization. The data shows that dynamic gestures, passed on as collaborative gestures between learners and learning guides, can support pre-school children’s early explorative mathematical argumentation processes in terms of argumentative as well as mathematical competence. The findings suggest that gestures should be applied and observed consciously in mathematical learning environments for young children, especially with respect to argumentation processes.