Details
| Original language | English |
|---|---|
| Pages (from-to) | 352-377 |
| Number of pages | 26 |
| Journal | American annals of the deaf |
| Volume | 166 |
| Issue number | 3 |
| Publication status | Published - 1 Jun 2021 |
| Externally published | Yes |
Abstract
Research rarely focuses on how deaf and hard of hearing (DHH) students address mathematical ideas. Complexities involved in using sign language (SL) in mathematics classrooms include not just challenges, but opportunities that accompany mathematics learning in this gestural-somatic medi-um. The authors consider DHH students primarily as learners of mathematics, and their SL use as a special case of language in the mathematics classroom. More specifically, using SL in teaching and learning mathematics is explored within semiotic and embodiment perspectives to gain a better understanding of how using SL affects the development, conceptualization, and representation of mathematical meaning. The theoretical discussion employs examples from the authors’ work and research on geometry, arithmetic, and fraction concepts with Deaf German and Austrian learners and experts. The examples inform the context of mathematics teaching and learning more generally by illuminating SL features that distinguish mathematics learning for DHH learners.
Keywords
- Embodiment, Language as a resource, Mathematics, Semiotics, Sign language
ASJC Scopus subject areas
- Social Sciences(all)
- Education
- Psychology(all)
- Developmental and Educational Psychology
- Health Professions(all)
- Speech and Hearing
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In: American annals of the deaf, Vol. 166, No. 3, 01.06.2021, p. 352-377.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Sign language in light of mathematics education
T2 - An exploration within semiotic and embodiment theories of learning mathematics
AU - Krause, Christina M.
AU - Wille, Annika M.
N1 - Funding information: The first author has been supported in the project SignEd|Math. The project SignEd|Math received funding from the European Union’s Horizon 2020 research and innovation program under the Marie Sklodowska Curie Grant Agreement No 842487.
PY - 2021/6/1
Y1 - 2021/6/1
N2 - Research rarely focuses on how deaf and hard of hearing (DHH) students address mathematical ideas. Complexities involved in using sign language (SL) in mathematics classrooms include not just challenges, but opportunities that accompany mathematics learning in this gestural-somatic medi-um. The authors consider DHH students primarily as learners of mathematics, and their SL use as a special case of language in the mathematics classroom. More specifically, using SL in teaching and learning mathematics is explored within semiotic and embodiment perspectives to gain a better understanding of how using SL affects the development, conceptualization, and representation of mathematical meaning. The theoretical discussion employs examples from the authors’ work and research on geometry, arithmetic, and fraction concepts with Deaf German and Austrian learners and experts. The examples inform the context of mathematics teaching and learning more generally by illuminating SL features that distinguish mathematics learning for DHH learners.
AB - Research rarely focuses on how deaf and hard of hearing (DHH) students address mathematical ideas. Complexities involved in using sign language (SL) in mathematics classrooms include not just challenges, but opportunities that accompany mathematics learning in this gestural-somatic medi-um. The authors consider DHH students primarily as learners of mathematics, and their SL use as a special case of language in the mathematics classroom. More specifically, using SL in teaching and learning mathematics is explored within semiotic and embodiment perspectives to gain a better understanding of how using SL affects the development, conceptualization, and representation of mathematical meaning. The theoretical discussion employs examples from the authors’ work and research on geometry, arithmetic, and fraction concepts with Deaf German and Austrian learners and experts. The examples inform the context of mathematics teaching and learning more generally by illuminating SL features that distinguish mathematics learning for DHH learners.
KW - Embodiment
KW - Language as a resource
KW - Mathematics
KW - Semiotics
KW - Sign language
UR - http://www.scopus.com/inward/record.url?scp=85118232518&partnerID=8YFLogxK
U2 - 10.1353/aad.2021.0025
DO - 10.1353/aad.2021.0025
M3 - Article
C2 - 34719521
AN - SCOPUS:85118232518
VL - 166
SP - 352
EP - 377
JO - American annals of the deaf
JF - American annals of the deaf
SN - 0002-726X
IS - 3
ER -