SignEd.Math · Signs of Mathematics: Fostering the Emergence of Conceptual Gesture Among Deaf Students
„Хоризонт 2020“ — Действия „Мария Склодовска-Кюри“
- Период
- 2019-10-01 → 2023-01-31
- Финансиране от ЕС
- 264 669 €
- Участници
- 2
- Схема
- MSCA-IF
Линиите свързват координатора с партньорите.
Накратко на български
Жестовият език се изследва като средство за разбиране на математиката, например чрез използването на тялото и жестове при учене на концепции. Това помага да се създадат по-добри методи за инклузивно обучение и да се разбере как езикът влияе върху мисленето.
Кратко обяснение, генерирано от езиков модел по текста на CORDIS. Оригиналът е по-долу.
Резултати накратко
Signs of Mathematics: Fostering the Emergence of Conceptual Gesture Among Deaf Students
Inclusive education has made big steps forward over the last years. Still, deaf students are mostly considered within a perspective of deficits and needs without acknowledging their specific resources and strengths. The project SignEd|Math built on research in math education, learning sciences, deaf education and psycholinguistics and brought them together to embrace sign language (SL) as a resource for learning mathematics. Developing and testing a learning environment that uses Deaf learners’ use of SL to support mathematical understanding, we sought to contribute to math education for Deaf students, to build theory on learning mathematics more generally and to innovate methodology for designing for Deaf students and beyond. Acknowledging the influence of the use of SL on cognition, conceptual understanding and social learning, the learning environment (LE) was designed to help the students leverage their potential for learning mathematics by building on their embodied and linguistic resources. By testing the LE with Deaf students and also with learners with other linguistic and sensory backgrounds to learning, the project was supposed to reach beyond the context of Deaf learners to enrich knowledge about designing for inclusive learning, enhance methodological knowledge for design and research, and to develop theory about what constitutes mathematical thinking and learning and how it relates to embodied experiences and language. Because of the Covid-19 pandemic, the actions concluded in the development of the LE and related methodological innovations on designing for special education populations as well as theoretical contributions to gestures in bilingual mathematics education.
Текст от CORDIS, на английски · Данни: CORDIS, © Европейски съюз
Цел на проекта
Deaf learners have been highly neglected in mathematics education research so far. Although numerous studies in the field of deaf education have pointed out deaf students’ problems in learning mathematics and highlight a lack of mathematical skills, empirical research mainly took a deficit-oriented perspective on deaf students' learning instead of trying to better understand the specificity of their learning processes. One aspect shaping their particular way of learning mathematics is their use of spatio-motoric sign language, not only seeing it as a visual means of expression, but also as an embodied way to encounter and communicate mathematical ideas. Building on theoretical insights from my prestudy on the influence of sign language in mathematical conceptualization, this project aims at adding a more practical side to my research program on better aligning math education to deaf students’ ways of doing math. The project combines the two objectives of - designing and developing a learning environment that builds on specific resources and strengths of deaf learners—in particular their use of sign language—in order to realise their mathematical potential, and, - extending the existing knowledge on learning processes and the role of the body therein. This will be realized within a Design Based Research approach, in which development of educational material and of theory go hand in hand while passing several cycles of testing and refinement. In particular, the design is aligned to an embodied approach, assuming that (inter)acting and thinking are deeply entwined in such a way that mathematical thinking develops in activity and, at the same time, becomes expressed in it. The Embodied Design Research Laboratory at UC Berkeley provides excellent conditions to carry out this project while adding a new perspective to the work of the lab. The benefit of the educational learning design for other, linguistically diverse, settings will be explored in the return phase.
Оригинален текст от CORDIS (на английски).
Участници
- UNIVERSITAET DUISBURG-ESSEN · EssenКоординаторГермания
- THE REGENTS OF THE UNIVERSITY OF CALIFORNIA · OaklandСъединени щати
Връзки
Данни: CORDIS, © Европейски съюз