Kindergarten children's argumentation in reflection symmetry: The role of semiotic means

Metadatas

Date

February 1, 2017

Language
Identifiers

Keywords

Argumentation kindergarten gestures semiotic means [ MATH ] Mathematics [math] [ SHS ] Humanities and Social Sciences


Cite this document

Svanhild Breive, « Kindergarten children's argumentation in reflection symmetry: The role of semiotic means », Hyper Article en Ligne - Sciences de l'Homme et de la Société, ID : 10670/1.99twuh


Metrics


Share / Export

Abstract En

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.

From the same authors

On the same subjects

Within the same disciplines