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Conceptions of numbers. The perspectives of hearing impaired Norwegian schoolchildren. (English)
Skr., K. Nor. Vidensk. Selsk. 1996, No. 2, 7-59 (1996).
The current research was carried out in a phenomenographic research framework, with the main focus on revealing how hearing-impaired children that use sign language experience numbers and learn arithmetic skills. 31 Norwegian hearing-impaired children, aged 6 to 10, were interviewed and videotaped solving arithmetical problems in the number range 1 to 20. The different strategies used by the children are described and categorized, and relations between strategy use and interpretation of meaning are analyzed. The results show that the hearing-impaired children used different kinds of strategies; 1. known facts 2. derived facts 3. analogue representations 4. counting 5. non-procedural strategies. Four different interpretations of the meaning of numbers were found, namely 1. numbers as Number Signs 2. Numbers as Extends 3. Numbers as Positions in Sequences 4. Numbers as Composite units. Only the two latter ways of experiencing numbers enabled the children to solve the tasks correctly. The most developed number sense was related to the Composite units experience of numbers. (orig.)
Classification: F26
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