Visual Calculation Processes in Finnish Sign Language Marja Huovila, Päivi Rainò & Irja Seilola DEAFVOC - Conference on Deaf education with a special focus on vocational education Klagenfurt 19.11.2010. Research results 1.
Visual Calculation Processes in Finnish Sign Language Marja Huovila, Päivi Rainò & Irja SeilolaDEAFVOC - Conference on Deaf education with a special focus on vocational educationKlagenfurt 19.11.2010
Blatto-Vallee, Kelly & Gaustad & al. 2007: Visual-Spatial Representation in Mathematical Problem Solving by Deaf and Hearing Students. Journal of Deaf Studies and Deaf Education 12: 4, 2007.
” - - hearing subject’s performance on the mathematical problem-sovling task was consistently higher than their deaf peers accross all educational levels. The deaf baccalaureate students exhibited the highest performance of all the deaf participants but only performed at the level of the hearing middle school students who were the lowest scoring hearing group.”
Nunes & Bryant & Burman et al.: Deaf Children’s Understanding of Inverse Relations. In Deaf Cognition. Foundations and Outcomes. Eds. Marc Marschark and Peter C. Hauser
”The deaf children found it relatively difficult to use the inversion principle. Their scores in the basic inversion problems were significantly lower than those of a comparable gorup of hearing children. - -Deaf children’s entry into school is delayed.- - The intervention group out-performed a control group both in an immediate post-test of the understanding of the logical principles and, about 1 year later, in the government administereed mathematics achievement tests.”
Kelly Ronald R. 2008: Deaf Learners and Mathematical Problem Solving.In Deaf Cognition. Foundations and Outcomes. Eds. Marc Marschark and Peter C. Hauser.
” - - deaf students’ English and reading skills, as well as their knowledge of mathematics and science, suggest that they are considerably under-prepared for advanced studies at the postsecondary level. At entry to college, only about 20 % of deaf students meet or exceed the college readiness benchmarks for English and reading. For science reasoning and mathematics, only 10-15 % meet or exceed c.r.b.
> More emphasis on analytical strategies
> instruction how to graphically create visual-spatial representations that show numerical relationships
> emphasizing reading precision