Using structured games to teach early fraction concepts to students who are deaf or hard of hearing.

Publisher: Conference Of Educational Administration Serving The Deaf And: Convention Of American Instructors Of The Deaf Country of Publication: United States NLM ID: 0414670 Publication Model: Print Cited Medium: Print ISSN: 0002-726X (Print) Linking ISSN: 0002726X NLM ISO Abbreviation: Am Ann Deaf Subsets: MEDLINE

Publication: Silver Spring Md : Conference Of Educational Administration Serving The Deaf And: Convention Of American Instructors Of The Deaf
Original Publication: Washington : Executive Committee of the Convention of American Instructors of the Deaf

Deafness* ; Mathematics* ; Persons With Hearing Impairments* ; Play and Playthings*; Teaching/*methods; Child ; Concept Formation ; Female ; Humans ; Male ; Students

The study focused on the development of the concept of fractions in a group of 11- and 12-year-old students who were deaf or hard of hearing. The approach implemented in the study relied extensively on the use of games with very little formal instruction. It emphasized the development of appropriate language to facilitate an understanding of the notion of fractions through the investigation of concrete materials, pictorial representations, and interactions between students and teacher. The progress achieved by means of this approach is reported, and the implications of developing an understanding of fractions (and mathematics generally) among students who are deaf or hard of hearing are noted.

Date Created: 20031025 Date Completed: 20031209 Latest Revision: 20190917

20240829

10.1353/aad.2003.0021

14574797