A New Stepping-Stone on the Path to Mathematics Success for DHH Learners

Autor/inn/en	Pagliaro, Claudia M.; Thom, Jennifer S.
Titel	A New Stepping-Stone on the Path to Mathematics Success for DHH Learners
Quelle	In: American Annals of the Deaf, 166 (2021) 3, S.309-317 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pagliaro, Claudia M.) ORCID (Thom, Jennifer S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Deafness; Hearing Impairments; Mathematics Instruction; Students with Disabilities; Student Characteristics; Mathematical Concepts; Concept Formation; Language Usage; Teaching Methods; Educational History + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Mathematics lessons; Mathematikunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Concept learning; Begriffsbildung; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; History of education; Bildungsgeschichte
Abstract	Coeditors of a special issue of the "American Annals of the Deaf" on mathematics instruction in deaf education, the authors provide a context for the five featured articles. First, the authors establish the importance of mathematics. They then give a historical account of previously related "stepping-stones." Beginning at 1990, the authors follow key events in the field that have led to the special issue. They summarize each article, highlighting three common themes: deaf and hard of hearing (DHH) persons as distinct and capable mathematics learners, the significance of conceptual understanding of mathematics concepts, and the role of language as a key component of mathematics instruction and learning. The authors conclude with a call for further research that recognizes the heterogeneity of DHH learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01