Contemporary Research and Perspectives on Early Childhood Mathematics Education by Iliada Elia Joanne Mulligan Ann Anderson Anna Baccaglini-Frank & Christiane Benz

Author:Iliada Elia, Joanne Mulligan, Ann Anderson, Anna Baccaglini-Frank & Christiane Benz
Language: eng
Format: epub
Publisher: Springer International Publishing, Cham

Furthermore, at the beginning of the activities the wrong term “turn” for a shape’s horizontal translation was accompanied with a gesture using both her hands to represent this transformation (Figs. 9.4b and 9.6b). By the end of the first and the second activity the child discriminated the two different geometrical transformations, rotation and horizontal translation, both by gesturing and by using two distinct words, “turn” (e.g., line 48) and “move” (line 54). This progress was accompanied by another change: the use of only one hand to generate the transformation of horizontal translation at the last minutes of the activity with paper (Fig. 9.7) indicating the shortening and simplification of the gesture. This simplification of the child’s activity could be regarded as a semiotic contraction (Radford 2008), signifying a progressively higher stage in the child’s objectification of the transformation of horizontal translation.

Fig. 9.7Shortened and simplified gesture for the translation on paper (line 54), from Elia et al. (2014)

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