When asked to explain how they arrived at an incorrect answer to a mathematical problem, children who demonstrate gesture‒speech mismatches:

Question

Quizplus · Accepted Answer

Children who demonstrate gesture‒speech mismatches tend to have a heightened readiness to learn from instruction. This is because gesturing often reflects the child's thought process, and the mismatch between gesture and speech indicates that the child is still actively exploring and trying to understand the problem. They are often more receptive to feedback and instruction, which can help them correct their errors and learn from their mistakes. However, this does not necessarily indicate a developmental delay or less variability in their thought, and they may still learn from instruction despite the inconsistency between their gestures and speech.

When Asked to Explain How They Arrived at an Incorrect