
06542644
a
2016b.00210
Healy, Lulu
Becerra Ramos, Elizabeth
Fernandes, Solange Hassan Ahmad Ali
Peixoto, Jurema Lindote Botelho
Mathematics in the hands of deaf learners and blind learners: visualgesturalsomatic means of doing and expressing mathematics.
Barwell, Richard (ed.) et al., Mathematics education and language diversity. The 21st ICMI study. Cham: Springer (ISBN 9783319145105/hbk; 9783319145112/ebook). New ICMI Study Series, 141162 (2016).
2016
Cham: Springer
EN
C50
C40
E40
deaf learners
blind learners
language
gesture
visualgesturalsomatic expressions
mathematical practices
doi:10.1007/9783319145112_8
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 visualgesturalsomatic 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 Vygotsky'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 visualgesturalsomatic 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.