A semiotic lens on learning mathematics in sign languages

authored by

Christina Marie Krause, Annika Wille

Abstract

Trying to understand better the specificities of deaf students' learning of mathematics naturally suggests the consideration of their specific way of approaching mathematics in and through sign language. Semiotically, the learning processes differ in comparison to those of hearing students, but in which way and with which effect? In this paper, we present two semiotic approaches on learning mathematics to compare their potential for investigating learning mathematics in sign languages.

External Organisation(s)

University of California at Berkeley
University of Duisburg-Essen
Alpen-Adria-Universitat Klagenfurt (AAU)

Type

Conference contribution

No. of pages

9

Publication date

2021

Publication status

Published

Peer reviewed

Yes

 

Details in the research portal "Research@Leibniz University"