Sign language in light of mathematics education

An exploration within semiotic and embodiment theories of learning mathematics

authored by: Christina M. Krause, Annika M. Wille
Abstract: Research rarely focuses on how deaf and hard of hearing (DHH) students address mathematical ideas. Complexities involved in using sign language (SL) in mathematics classrooms include not just challenges, but opportunities that accompany mathematics learning in this gestural-somatic medi-um. The authors consider DHH students primarily as learners of mathematics, and their SL use as a special case of language in the mathematics classroom. More specifically, using SL in teaching and learning mathematics is explored within semiotic and embodiment perspectives to gain a better understanding of how using SL affects the development, conceptualization, and representation of mathematical meaning. The theoretical discussion employs examples from the authors’ work and research on geometry, arithmetic, and fraction concepts with Deaf German and Austrian learners and experts. The examples inform the context of mathematics teaching and learning more generally by illuminating SL features that distinguish mathematics learning for DHH learners.
External Organisation(s): University of Duisburg-Essen
University of California at Berkeley
Alpen-Adria-Universitat Klagenfurt (AAU)
Type: Article
Journal: American annals of the deaf
Volume: 166
Pages: 352-377
No. of pages: 26
ISSN: 0002-726X
Publication date: 01.06.2021
Publication status: Published
Peer reviewed: Yes
ASJC Scopus subject areas: Education, Developmental and Educational Psychology, Speech and Hearing
Electronic version(s): https://doi.org/10.1353/aad.2021.0025 (Access: Unknown)
: Details in the research portal "Research@Leibniz University"

BibTeX

@article{a0fd804153244470a6048c35e1a535be,
title = "Sign language in light of mathematics education: An exploration within semiotic and embodiment theories of learning mathematics",
abstract = "Research rarely focuses on how deaf and hard of hearing (DHH) students address mathematical ideas. Complexities involved in using sign language (SL) in mathematics classrooms include not just challenges, but opportunities that accompany mathematics learning in this gestural-somatic medi-um. The authors consider DHH students primarily as learners of mathematics, and their SL use as a special case of language in the mathematics classroom. More specifically, using SL in teaching and learning mathematics is explored within semiotic and embodiment perspectives to gain a better understanding of how using SL affects the development, conceptualization, and representation of mathematical meaning. The theoretical discussion employs examples from the authors{\textquoteright} work and research on geometry, arithmetic, and fraction concepts with Deaf German and Austrian learners and experts. The examples inform the context of mathematics teaching and learning more generally by illuminating SL features that distinguish mathematics learning for DHH learners.",
keywords = "Embodiment, Language as a resource, Mathematics, Semiotics, Sign language",
author = "Krause, {Christina M.} and Wille, {Annika M.}",
note = "Funding information: The first author has been supported in the project SignEd|Math. The project SignEd|Math received funding from the European Union{\textquoteright}s Horizon 2020 research and innovation program under the Marie Sklodowska Curie Grant Agreement No 842487.",
year = "2021",
month = jun,
day = "1",
doi = "10.1353/aad.2021.0025",
language = "English",
volume = "166",
pages = "352--377",
journal = "American annals of the deaf",
issn = "0002-726X",
publisher = "Gallaudet University Press",
number = "3",
}