Beyond Words/Signs: DHH Learners' Spatial Reasoning in Mathematics as Embodied Cognition

Autor/inn/en	Thom, Jennifer S.; Hallenbeck, Taylor
Titel	Beyond Words/Signs: DHH Learners' Spatial Reasoning in Mathematics as Embodied Cognition
Quelle	In: American Annals of the Deaf, 166 (2021) 3, S.378-408 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Deafness; Hearing Impairments; Spatial Ability; Mathematics Instruction; Geometry; Students with Disabilities; Geometric Concepts; STEM Education; Visual Perception; Mathematical Logic; Cognitive Processes; Elementary School Students; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Räumliches Vorstellungsvermögen; Mathematics lessons; Mathematikunterricht; Geometrie; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Elementare Geometrie; STEM; Visuelle Wahrnehmung; Mathematical logics; Mathematische Logik; Cognitive process; Kognitiver Prozess; Ausland; Kanada
Abstract	Spatial reasoning is critical across the STEM disciplines. Examining deaf and hard of hearing (DHH) children's spatial reasoning in mathematics, particularly geometry, as an embodied phenomenon opens new possibilities for deaf education. The authors inquire into the embodied processes and forms of DHH learners' spatial reasoning, considering how such knowledge can expand access and conceptual opportunities for both DHH and hearing learners. The article focuses on the spatial reasoning of two grade 1 hard of hearing children as they complete a geometric task with a hearing peer in a mainstream classroom. Informed by research in cognitive science, mathematics, and the fields of deaf and general education, the authors explicate key spatial subcomponent processes of deconstructing and constructing as the children produce 2D and 3D figures. The findings of this qualitative study provide considerations for future research and pedagogy in both deaf and general education. (As Provided).
Anmerkungen	Gallaudet University Press. 800 Florida Avenue NE, Denison House, Washington, DC 20002-3695. Tel: 202-651-5488; Fax: 202-651-5489; Web site: http://gupress.gallaudet.edu/annals/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01