How do children draw, describe, and gesture about motion?

Proceedings of International Conference of the Learning Sciences, ICLS

Volumn 3, Issue January, 2014, Pages 1521-1522

  Kotsopoulos, Donna ^a   Cordy, Michelle ^b   Langemeyer, Melanie ^c   Khattak, Laaraib ^a  

^a WILFRID LAURIER UNIVERSITY   (Canada)

^b Thames Valley District School Board   (Canada)

^c UNIVERSITY OF TORONTO   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

DYNAMIC REPRESENTATION; HIDDEN OBJECTS; SCALE SPACES;

TEACHING;

EID: 84937802341     PISSN: 18149316     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Conference Paper

References (6)

1. Clements, D. H. (2004). Geometric and spatial thinking in early childhood education. In D. H. Clements, J. Sarama & A.-M. Di Biase (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. 267-298). Mahwah, NJ: Lawrence Earlbaum Associates, Inc.
2. Frick, A., & Newcombe, N. S. (2012). Getting the big picture: Development of spatial scaling abilities. Cognitive Development, 27(3), 270-282.
3. Göksun, T., Goldin-Meadow, S., Newcombe, N., & Shipley, T. (2013). Individual differences in mental rotation: What does gesture tell us? . Cognitive Processes, 14(2), 153-162.
4. Piaget, J., Inhelder, B., & Szeminska, A. (1960). The child's conception of geometry. London: Routledge and Kegan Paul.
5. Quaiser-Pohl, C., Lehmann, W., & Eid, M. (2004). The relationship between spatial abilities and representations of large-scale space in children-a structural equation modeling analysis. Personality and Individual Differences, 36(1), 95-107.
6. Uttal, D. H. (2000). Seeing the big picture: Map use and the development of spatial cognition. Developmental Science, 3(3), 747-286.