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A developmental analysis of everyday topology in unschooled straw weavers
Author(s) -
Saxe Geoffrey B.,
Gearhart Maryl
Publication year - 1990
Publication title -
british journal of developmental psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.062
H-Index - 75
eISSN - 2044-835X
pISSN - 0261-510X
DOI - 10.1111/j.2044-835x.1990.tb00840.x
Subject(s) - weaving , point (geometry) , psychology , computer science , developmental psychology , mathematics education , mathematics , biology , zoology , geometry
Two studies are summarized on the development of topological concepts in unschooled child straw weavers from rural communities in northeastern Brazil. Study 1 is an analysis of videotaped observations of everyday teaching interactions in which expert weavers taught a targeted weaving pattern to novices. Study 2 is an analysis of weavers' topological understandings, contrasting weavers of different age levels (5 to 15 years) and weavers with age‐matched non‐weavers. Results of Study 1 showed that experts presented more topological information more often in demonstrations of weaving actions than in verbalizations concerned with weaving actions or verbalizations of weaving patterns; in their communications, experts tended to accommodate to learners' difficulties. In Study 2, weavers showed greater skill with increasing age and were more able to construct homeomorphic patterns for novel weaves than age‐matched non‐weavers. Despite their expertise, weavers performed poorly on tasks that required them to verbalize how to weave known patterns. The results suggest that weavers' generally represented topological knowledge in sensorimotor action schemes (e.g. folding under, pushing through, separating) that could be generally adapted to weaving new patterns or known patterns with new materials. The results point to the importance of investigating the various possible semiotic forms that mediate teacher‐learner interactions and children's representations in everyday problem solving.