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
- Externe Organisation(en)
-
University of California at Berkeley (UC Berkeley)
Universität Duisburg-Essen (UDE)
Alpen-Adria-Universitat Klagenfurt (AAU)
- Typ
- Aufsatz in Konferenzband
- Anzahl der Seiten
- 9
- Publikationsdatum
- 2021
- Publikationsstatus
- Veröffentlicht
- Peer-reviewed
- Ja
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