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Using L1 sign language to teach mathematics
The Routledge Handbook of Sign Language Pedagogy, 2019This chapter summarizes theoretical perspectives, pedagogical practices and recommendations for advancement in using sign language to teach mathematics to Deaf learners who are native users of sign language. The literature demonstrates that using a signed language as a language of instruction supports the learning of mathematical concepts for Deaf ...
Christopher Kurz, Claudia M. Pagliaro
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An immersive virtual environment for learning sign language mathematics
ACM SIGGRAPH 2006 Educators program on - SIGGRAPH '06, 2006In this paper we describe the development of a new immersive 3D learning environment to increase mathematical skills of deaf children. The application teaches mathematical concepts and ASL (American Sign Language) math terminology through user interaction with fantasy 3D virtual signers and environments.
Nicoletta Adamo-Villani +2 more
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Constant sign solutions for double phase problems with variable exponents
Applied Mathematics Letters, 2022. In this paper we study quasilinear elliptic equations driven by the variable exponent double phase operator and a right-hand side that contains a parametric term and a superlinear perturbation with a growth that need not necessarily be polynomial ...
F. Vetro, Patrick Winkert
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Analysing theories of meaning in mathematics education from the onto-semiotic approach
International Journal of Mathematical Education in Science and Technology, 2021The notions of meaning and sense, which are closely related to understanding, play an essential role in educational processes in general and, therefore, in the teaching and learning of mathematics.
J. Godino, M. Burgos, M. Gea
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Modal continuity in Deaf students’ signed mathematical discourse
Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 2020Despite numerous studies pointing to the delay in mathematical achievement of deaf and hard-of-hearing (DHH) students as compared to their hearing peers (e.g., Traxler, 2000; Pagliaro & Kritzer, 2013), only little is known about the peculiarities of mathematical learning processes of DHH learners. At the same time, studies both in psycholinguistics
Krause, Christina, Abrahamson, Dor
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Brief Report: What You See Is What You Get? Sign Language in the Mathematics Classroom
Journal for Research in Mathematics Education, 2019This Brief Report addresses the fundamental role that sign language plays in the mathematics classroom of deaf and hard-of-hearing (DHH) students. Selected findings are gathered from an ongoing study of signs and gestures used by DHH students and their ...
C. Krause
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Mathematical Signs and Symbols
2021The signs and symbols are partly shown in applications. For definitions see dedicated passage.
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What Makes a Sign a Mathematical Sign? – An Epistemological Perspective on Mathematical Interaction
Educational Studies in Mathematics, 2006Mathematical signs and symbols have a decisive role for coding, constructing and communicating mathematical knowledge. Nevertheless these mathematical signs do not already contain mathematical meaning and conceptual ideas themselves. The contribution will present basic elements of an epistemology of mathematical knowledge and then apply these ...
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, 2020
Early education is replete with debates about “academic” versus “play” approaches. We evaluated 2 interventions, the Building Blocks (BB) mathematics curriculum and the BB synthesized with scaffolding of play to promote executive function (BBSEF ...
D. Clements +4 more
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Early education is replete with debates about “academic” versus “play” approaches. We evaluated 2 interventions, the Building Blocks (BB) mathematics curriculum and the BB synthesized with scaffolding of play to promote executive function (BBSEF ...
D. Clements +4 more
semanticscholar +1 more source