id: 06542644
dt: a
an: 2016b.00210
au: Healy, Lulu; Becerra Ramos, Elizabeth; Fernandes, Solange Hassan Ahmad Ali;
Peixoto, Jurema Lindote Botelho
ti: Mathematics in the hands of deaf learners and blind learners:
visual-gestural-somatic means of doing and expressing mathematics.
so: Barwell, Richard (ed.) et al., Mathematics education and language
diversity. The 21st ICMI study. Cham: Springer (ISBN
978-3-319-14510-5/hbk; 978-3-319-14511-2/ebook). New ICMI Study Series,
141-162 (2016).
py: 2016
pu: Cham: Springer
la: EN
cc: C50 C40 E40
ut: deaf learners; blind learners; language; gesture; visual-gestural-somatic
expressions; mathematical practices
ci:
li: doi:10.1007/978-3-319-14511-2_8
ab: Summary: In this chapter, we consider the language resources of learners
who are deaf or blind and describe how these resources mediate their
experiences of mathematics. We begin by summarizing how
visual-gestural-somatic expressions, as compared to spoken and written
language forms, have been devalued or even, in the case of the signed
languages of the deaf, excluded from educational policies and
instruction. Drawing from Vygotskyâ€™s work and from embodied
cognition, we explore the challenge of understanding the mathematical
practices of students whose access to the world differs from the
dominant norm. Using examples from Mexico and Brazil, we describe how
visual-gestural-somatic language resources both enable and shape the
mathematical practices of deaf learners and blind learners, bringing a
dynamism to their mathematical discourse which reflects the particular
ways in which they express and feel mathematics.
rv: