- to describe the diversity of gestures produced by children in geometry kindergarten classrooms,

 

- to specify the geometrical content of the gestures produced by the children as drawn on the form or properties of gestures (e.g., shape, trajectory) and on the context of talking, and the associations of this content with the various dimensions of gestures,

 

- to investigate kindergartners' geometrical abilities and to develop and verify a theoretical model which identifies the components of their apprehension of geometrical figures,

 

- to evaluate the effects of intervention programs focusing on the use of gestures on children's apprehension of geometrical figures,

 

- to draw useful implications for the teaching and assessment of geometry in the early years focusing on the role of non-verbal behaviour in teaching and learning.