A semiotic lens on learning mathematics in sign languages
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.
Details
- External Organisation(s)
-
University of California at Berkeley (UC Berkeley)
University of Duisburg-Essen (UDE)
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"
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