Paul Glaser

Abstract

There is increasing importance being placed on the role mathematics signs play in teaching and learning in the classroom. Potential ramifications of invented signs on teaching and learning need to be investigated. Many teachers have different signs for certain mathematics terms and it is possible that a lack of standardization may influence learning. There is a particular need to investigate perceptions of technical signs in order to help prepare new teachers who pursue careers in mathematics education for the deaf. The present project was designed to assist new and experienced mathematics teachers and interpreters for the deaf as well as students interested in learning about mathematics signs. Perceptions about 25 math signs were examined through interviews with college professors, teachers, interpreters, and deaf students and an online survey was administered to 11 high school mathematics teachers. Only 8 out of 25 mathematics signs were found to be in widespread use among all mathematics teachers and interpreters in this study. Most teachers did not have signs for advanced mathematics terms and fingerspelled those terms to avoid inventing signs.

Publication Date

9-20-2005

Document Type

Master's Project

Student Type

Graduate

Department, Program, or Center

Master of Science of Secondary Education of Students Who are Deaf or Hard of Hearing (NTID)

Advisor

Lang, Harry - Chair

Advisor/Committee Member

Bateman, Gerald

Comments

Note: imported from RIT’s Digital Media Library running on DSpace to RIT Scholar Works in December 2013.

Campus

RIT – Main Campus

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