American annals of the deaf · 2003 · 25 citations · 10 references
EducationMathematicsMathematics EducationEarly Childhood Mathematics EducationElementary Mathematics EducationMathematics InstructionDeaf InclusionFractions UnderstandingHard Of Hearing InclusionNumber SenseNumeracy DevelopmentTeaching Games For UnderstandingFraction ConceptsFraction Learning DifficultiesFraction Learning TrajectoriesFraction Problem SolvingFraction SenseFractions TeachingMathematics For Deaf LearnersProcedural Understanding Of Fractions
The study focused on the development of the concept of fractions in a group of 11- and 12-year-old students who were deaf or hard of hearing. The approach implemented in the study relied extensively on the use of games with very little formal instruction. It emphasized the development of appropriate language to facilitate an understanding of the notion of fractions through the investigation of concrete materials, pictorial representations, and interactions between students and teacher. The progress achieved by means of this approach is reported, and the implications of developing an understanding of fractions (and mathematics generally) among students who are deaf or hard of hearing are noted.
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