Give yourself a hand: The role of gesture and working memory in preschoolers’ numerical knowledge

Gordon, Raychel; Scalise, Nicole R.; Ramani, Geetha B.

doi:10.1016/j.jecp.2021.105145

Cited by 6 publications

(2 citation statements)

References 55 publications

(55 reference statements)

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“…Of the studies that did not classify children as subset or cardinal principle knowers, most scored knower-levels for all numbers children were asked for in the task, resulting in six-knowers, seven-knowers etc. (e.g., Dresen, Moeller & Pixner, 2022;Gordon, Scalise & Ramani, 2021;Mussolin et al, 2014). In these studies, children's knower-level was often used as a continuous covariate for analysis.…”

Section: Scoringmentioning

confidence: 99%

Thirty years of the Give-N task: A systematic review, reflections, and recommendations

Wege¹,

Bourque²,

Merkley³

et al. 2022

Preprint

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The Give-N (give-a-number) task has become a popular assessment of children’s number word learning since Wynn’s (1990; 1992) seminal work 30 years ago. Using the Give-N task, numerous studies have shown that children learn the first few number words slowly and effortfully, before they understand how counting represents number. We conducted a systematic review of studies using the Give-N task to provide an overview of the task’s theoretical and methodological significance and document variations in its administration and scoring. We found quite a lot of variation in how the task has been used and interpreted in the literature. Such variations include, for example, whether children are asked to count on every trial, whether the study adopts a titration method, the type of stimuli used, and the scoring criteria used for knower-level classifications. Moving forward with theory and methodology for research in children’s acquisition of number words and counting requires 1) reflection on the limitations of classifying children’s performance on the Give-N task in the knower-level framework and 2) consistent reporting of Give-N methodology.

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Section: Scoringmentioning

confidence: 99%

Thirty years of the Give-N task: A systematic review, reflections, and recommendations

Wege¹,

Bourque²,

Merkley³

et al. 2022

Preprint

View full text Add to dashboard Cite

show abstract

“…Penggunaan gestur dalam pembelajaran matematika dapat membantu memahami pembelajaran dan dapat mengembangkan anak (R. N. Damayanti et al, 2019). Hal ini sejalan dengan (Gordon et al, 2021) yang mengatakan bahwa gerakan tangan memiliki manfaat dalam pembelajaran matematika untuk mengurangi beban kognitif dan mendukung kemampuan kerja memori. Oleh karena itu, peran gestur siswa dalam proses pembeajaran dapat mengetahui siswa sudah memahami materi atau belum.…”

Section: Pendahuluanunclassified

Gestur Siswa Slow Learner dalam Belajar Matematika Menggunakan Aplikasi Wordwall di Sekolah Dasar

Oktavianita

Wahidin

2022

basicedu

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Gestur merupakan komunkasi non-verbal yang dilakukan dengan gerakan tubuh atau tangan sebagai pengganti bicara. Gestur memiliki fungsi sebagai pengekspresian pikiran maupun perasan seseorang ketika berinteraksi. Penelitian ini bertujuan untuk menganalisis gestur siswa slow learner dalam belajar matematika menggunakan aplikasi wordwall di sekolah dasar. Penelitian ini dilakukan di SDN Joglo 03 dengan menggunakan metode deskritif pendekatan kualitatif. Dengan teknik pengumpulan data yang digunakan adalah observasi, wawancara, dokumentasi dan tes belajar siswa. Dengan menggunakan reduksi data, penyajian data dan penarikan kesimpulan sebagai teknik analisis data. Dalam penelitin ini menyimpulkan bahwa gestur deiktik merupakan gestur yang banyak digunakan siswa dalam proses belajar matematika. Penggunan aplikasi wordwall dalam proses belajar dapat menumbuhkan minat belajar siswa serta memberi rasa senang dalam proses belajar.

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The relationships among working memory, inhibitory control, and mathematical skills in primary school children: Analogical reasoning matters

Qi,

Chen,

et al. 2024

Cognitive Development

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Give yourself a hand: The role of gesture and working memory in preschoolers’ numerical knowledge

Cited by 6 publications

References 55 publications

Thirty years of the Give-N task: A systematic review, reflections, and recommendations

Thirty years of the Give-N task: A systematic review, reflections, and recommendations

Gestur Siswa Slow Learner dalam Belajar Matematika Menggunakan Aplikasi Wordwall di Sekolah Dasar

The relationships among working memory, inhibitory control, and mathematical skills in primary school children: Analogical reasoning matters

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