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## Details

Document Type: | Book |
---|---|

All Authors / Contributors: |
Terezinha Nunes |

ISBN: | 9781861563408 186156340X |

OCLC Number: | 56539703 |

Description: | xii, 177 pages : illustrations ; 24 cm |

Contents: | Conventions used for descriptions of interviews -- Is there a problem for deaf children in learning mathematics? -- Does deafness cause difficulties in learning mathematics? -- General processes in the development of children's mathematical competence -- Counting and its creative uses -- Deaf and hearing preschoolers' knowledge of numbers -- Children's creative use of counting to solve sums -- The signed algorithm: deaf children's own invention -- Additive reasoning: connecting addition and subtraction -- What is at the core of additive reasoning? -- Situation type 1: change problems -- Situation type 2: combine problems -- Situation type 3: compare problems -- Reading and writing numbers -- The logic of our number system: the concept of units of different values and additive composition -- Learning place-value conventions -- Does the logic of additive composition really matter? -- Multiplicative reasoning: connecting multiplication, division and many other mathematical ideas -- What is at the core of multiplicative reasoning? -- A classification of multiplicative reasoning tasks -- Representing multiplicative reasoning problems -- An intervention programme for deaf children -- Teaching mathematics to deaf children: how the story began and the happy ending -- Factors related to deaf children's mathematical competence -- The assessment of our intervention programme on deaf children's mathematics achievement. |

Responsibility: | Terezinha Nunes. |

### Abstract:

"From an early age, deaf children excel in thinking about and remembering what they learn through visual spatial instruction. This strength in information processing can be used in the mathematics classroom to achieve better learning outcomes. This book discusses ways to teach children about the four arithmetic operations through spatial representation in problem solving. Examples for the teaching of graphs are also included." "These visual representations are useful to support the children's understanding of mathematical concepts and to promote peer collaboration. The teaching programme was tested with deaf children in six schools with excellent results: the children in the project made significantly more progress in one school year than expected for either deaf or hearing children over the same time."--BOOK JACKET.

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## Similar Items

### Related Subjects:(5)

- Deaf children -- Education.
- Mathematics -- Study and teaching.
- Gehörlosigkeit.
- Mathematikunterricht.
- Schüler.

### User lists with this item (1)

- Teaching and learnig in mathematics(27 items)
by blunny updated 2013-05-23