Sign Language in Light of Mathematics Education: An Exploration Within Semiotic and Embodiment Theories of Learning Mathematics

Krause, Christina M.; Wille, Annika M.

doi:10.1353/aad.2021.0025

Cited by 9 publications

(7 citation statements)

References 26 publications

(32 reference statements)

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“…These results and consequences are to be taken into consideration for teacher training in special education, ideally across all spoken and signed languages, which should be guided by the needs and strengths of the group of students who are DHH. Some pedagogical suggestions for DHH teachers and early intervention practitioners “from research to practice” have been recently made; for example, on teaching numeracy and early math concepts (Kritzer and Green, 2021 ), fostering fraction learning (Mousley, 2021 ), spatial reasoning (Thom and Hallenbeck, 2021 ), and usage of sign language in the mathematics classroom (Krause and Wille, 2021 ). Our study indicates that small number enumeration appears to be among the relative strengths of students who are DHH.…”

Section: Pedagogical Implicationsmentioning

confidence: 99%

Small number enumeration processes of deaf or hard-of-hearing students: A study using eye tracking and artificial intelligence

et al. 2022

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Students who are deaf or hard-of-hearing (DHH) often show significant difficulties in learning mathematics. Previous studies have reported that students who are DHH lag several years behind in their mathematical development compared to hearing students. As possible reasons, limited learning opportunities due to a lesser incidental exposure to numerical ideas, delays in language and speech development, and further idiosyncratic difficulties of students who are DHH are discussed; however, early mathematical skills and their role in mathematical difficulties of students who are DHH are not explored sufficiently. In this study, we investigate whether students who are DHH differ from hearing students in their ability to enumerate small sets (1–9)—an ability that is associated with mathematical difficulties and their emergence. Based on a study with N = 63 who are DHH and N = 164 hearing students from third to fifth grade attempting 36 tasks, we used eye tracking, the recording of students' eye movements, to qualitatively investigate student enumeration processes. To reduce the effort of qualitative analysis of around 8,000 student enumeration processes (227 students x 36 tasks), we used Artificial Intelligence, in particular, a clustering algorithm, to identify student enumeration processes from the heatmaps of student gaze distributions. Based on the clustering, we found that gaze distributions of students who are DHH and students with normal hearing differed significantly on a group level, indicating differences in enumeration processes, with students who are DHH using advantageous processes (e.g., enumeration “at a glance”) more often than hearing students. The results indicate that students who are DHH do not lag behind in small number enumeration as compared to hearing students but, rather, appear to perform better than their hearing peers in small number enumeration processes, as well as when conceptual knowledge about the part-whole relationship is involved. Our study suggests that the mathematical difficulties of students who are DHH are not related to difficulties in the small number enumeration, which offers interesting perspectives for further research.

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Section: Pedagogical Implicationsmentioning

confidence: 99%

Small number enumeration processes of deaf or hard-of-hearing students: A study using eye tracking and artificial intelligence

et al. 2022

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“…Furthermore, this might also be linked with languages that are not spoken but signed, adding to the potential of gestures and (sign) languages in the inclusive mathematics classroom (Krause, 2019;Krause & Wille, 2021).…”

Section: Implications For Research In Bilingual Mathematics Educationmentioning

confidence: 99%

“…There is substantial evidence that the language of 'doing mathematics in the classroom' can vary cross-culturally (Gorgorió & Planas, 2001;Farsani, 2016;Morris 2021). Research in multilingual education sites not only raises awareness to the linguistically and culturally diverse mathematics classrooms (Barton, 2008;Parvanehnezhad & Clarkson, 2008;Farsani, 2015a) but also explores how different languages and cultures provide particular epistemological access offering different views on aspects of mathematics (Barton, 2008;Farsani, 2015b;Moschkovich, 2007;Morris, 2021;Krause, 2019 andWille, 2021 for sign languages). The relevance of understanding better the communicative and cognitive functions of language becomes hence amplified in multilingual learning settings and with respect to multilingual learners making use of their available resources for meaning making in mathematics teaching and learning (Barwell et al, 2007).…”

Section: Introductionmentioning

confidence: 99%

“…Research in psycholinguistics indicates that the languages we speak shape our thinking and influence how we see and understand the world on a structural and conceptual level (Boroditsky, 2011;Lucy, 1996)-a non-deterministic version of the 'linguistic relativity hypothesis', also known as the Sapir-Whorf hypothesis. This idea has been taken up in mathematics education in the past, suggesting how different languages structure and express mathematical concepts differently and might thereby emphasize and favour a certain approach to perceiving and understanding those concepts (e.g., Austin & Howson, 1979;Miura et al, 1994;Poisard et al, 2015;Krause, 2019 andWille, 2021 for sign languages). For example, different languages provide different structures in naming multi-digit numbers, supporting or hindering early understanding of and dealing with these numbers (e.g., Miura et al, 1994;Ngan Ng & Rao, 2010).…”

Section: Introductionmentioning

confidence: 99%

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More Than Words: An Integrated Framework for Exploring Gestures’ Role in Bilinguals’ Use of Two Languages for Making Mathematical Meaning

Krause

Farsani

2022

Can. J. Sci. Math. Techn. Educ.

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Gestures play a role in perception, production, and comprehension of language and have been shown to differ cross-linguistically and cross-culturally in aspects of performance and form-meaning relationships. Furthermore, gestures can serve as analytical tools to access tacit embodied-imagistic mathematical meanings that add to verbal-linguistic dimensions of meaning. At the same time, language plays important roles in interaction and cognition, influencing bilinguals’ learning of mathematics. Still, there is only very little research attending to the use of gestures of multilinguals as means to better understand the relationships between their language use and their mathematical thinking. This paper builds on research on multilingualism and on gestures—related and unrelated to mathematics education—to motivate and develop a framework for understanding better mathematics thinking and learning of multilinguals through integrating gesture analysis as related to languages, culture, and the use of registers. The application of this framework will be illustrated through two case studies in which we analyse interview data of a bilingual student and a bilingual mathematics teacher—focusing on gestures and language use while talking about the mathematical concept of ‘power’—or exponents—in Farsi (Persian) and in English. From analyzing the gestures’ form-meaning relations and their functions as related to hybrid language practices, we hypothesize on the vernacular and mathematical context as activated in both speech and gesture and on how it relates to mathematical meaning. From this, we draw practical implications for multilingual mathematical learning contexts and discuss implications for research on multilinguals’ mathematical thinking and learning.

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“…Educational researchers have increasingly focused on gestures and their role in teaching mathematics and learning environments from different perspectives (Akçakoca & Yazgan-Sağ, 2021;Krause & Wille, 2021). Some researchers consider gestures from a "semiotic bundle" (Arzarello, 2006) perspective as semiotic resources (speech, writing, graphics, figures, etc.) that teachers and students can use to express, construct, develop, and relate their ideas (Akinci & Arikan, 2017;Arzarello & Paola, 2007;Arzarello et al, 2009;Gurefe, 2022;Thomas et al, 2009;Weinberg et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

An alternative path of embodying geometrical concepts: Student gestures

2023

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This study aims to reveal how the embodied cognition of certain geometrical concepts of secondary-school students arises via gestures and what kinds of gestures they produce while engaging with different concepts. The study participants comprised four eleventh-grade students studying at a state high school in Turkey. The study focused on the gestures of students related to angle, a measure of an angle, congruence-similarity, and translation. Data were gathered via video-recorded focus group discussions and individual interviews, and the cognition of the students for each concept was coded using content analysis. According to the research findings, it was found that the deictic gestures of the participants reflect the grounding of cognition in the physical environment; representational gestures manifest mental simulations of action and perception, and some metaphoric gestures reflect body-based conceptual metaphors.

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Sign Language in Light of Mathematics Education: An Exploration Within Semiotic and Embodiment Theories of Learning Mathematics

Cited by 9 publications

References 26 publications

Small number enumeration processes of deaf or hard-of-hearing students: A study using eye tracking and artificial intelligence

Small number enumeration processes of deaf or hard-of-hearing students: A study using eye tracking and artificial intelligence

More Than Words: An Integrated Framework for Exploring Gestures’ Role in Bilinguals’ Use of Two Languages for Making Mathematical Meaning

An alternative path of embodying geometrical concepts: Student gestures

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