Teaching Mathematics to Deaf Children PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Teaching Mathematics to Deaf Children PDF full book. Access full book title Teaching Mathematics to Deaf Children by Terezinha Nunes. Download full books in PDF and EPUB format.
Author: Terezinha Nunes Publisher: John Wiley & Sons ISBN: 186156340X Category : Education Languages : en Pages : 198
Book Description
From an early age, deaf children excel in thinking about and remembering what they learn through visual spatial instruction. This strength in information processing can be used in the mathematics classroom to achieve better learning outcomes. This book discusses ways to teach deaf children about the four arithmetic operations through spatial representation in problem solving. Examples for the teaching of fractions and graphs are also included. These visual representations are useful to support the children's understanding of mathematical concepts and to promote peer collaboration. The teaching programme was tested with deaf children in six schools with excellent results: the children in the project made significantly more progress in one school year than expected for either deaf and hearing children over the same time. This work was made possible through the generous support of The Nuffield Foundation.
Author: Terezinha Nunes Publisher: John Wiley & Sons ISBN: 186156340X Category : Education Languages : en Pages : 198
Book Description
From an early age, deaf children excel in thinking about and remembering what they learn through visual spatial instruction. This strength in information processing can be used in the mathematics classroom to achieve better learning outcomes. This book discusses ways to teach deaf children about the four arithmetic operations through spatial representation in problem solving. Examples for the teaching of fractions and graphs are also included. These visual representations are useful to support the children's understanding of mathematical concepts and to promote peer collaboration. The teaching programme was tested with deaf children in six schools with excellent results: the children in the project made significantly more progress in one school year than expected for either deaf and hearing children over the same time. This work was made possible through the generous support of The Nuffield Foundation.
Author: Harry Knoors PhD Publisher: Oxford University Press ISBN: 0190213841 Category : Psychology Languages : en Pages : 306
Book Description
Teaching Deaf Learners: Psychological and Developmental Foundations explores how deaf students (children and adolescents) learn and the conditions that support their reaching their full cognitive potential -- or not. Beginning with an introduction to teaching and learning of both deaf and hearing students, Knoors and Marschark take an ecological approach to deaf education, emphasizing the need to take into account characteristics of learners and of the educational context. Building on the evidence base with respect to developmental and psychological factors in teaching and learning, they describe characteristics of deaf learners which indicate that teaching deaf learners is not, or should not, be the same as teaching hearing learners. In this volume, Knoors and Marschark explore factors that influence the teaching of deaf learners, including their language proficiencies, literacy and numeracy skills, cognitive abilities, and social-emotional factors. These issues are addressed in separate chapters, with a focus on the importance to all of them of communication and language. Separate chapters are devoted to the promise of multimedia enhanced education and the possible influences of contextual aspects of the classroom and the school on learning by deaf students. The book concludes by pointing out the importance of appropriate education of teachers of deaf learners, given the increasing diversity of those students and the contexts in which they are educated. It bridges the gap between research and practice in teaching and outlines ways to improve teacher education.
Author: Donald F. Moores Publisher: ISBN: Category : Education Languages : en Pages : 298
Book Description
This in-depth collection by 17 renowned international scholars that details a developmental framework to maximize academic success for deaf students from kindergarten through grade 12. Part One: The Context commences with an overview of the state of general education and that of deaf learners, followed by a state-of-the art philosophical position on the selection of curriculum. Part Two: The Content considers critical subjects for deaf learners and how to deliver them, including mathematics, print literacy, science, social studies, and physical education. This section also addresses the role of itinerant services, as well as how to teach Deaf culture, provide for students with multiple disabilities, and facilitate school-to-work transitions. Part Three: Instructional Considerations Across the Curriculum provides suggestions and guidelines for assessing and planning programs for deaf students using meaningful contexts; optimizing the academic performance of deaf students with emphasis on access and opportunities; implementing a cognitive strategy that encourages teaching for and about thinking as an overriding principle; establishing instructional and practical communication in the classroom, especially in relation to ASL and English-based signing; and solving old problems with new strategies, including Web-based technologies, resources, and applications. The lessons of these assembled scholars coalesce in the Part Four: Summary as a general recommendation for ongoing adaptability, a fitting capstone to this extraordinary volume of work.
Author: Terezinha Nunes Publisher: Wiley-Blackwell ISBN: 9780631184720 Category : Psychology Languages : en Pages : 292
Book Description
Children Doing Mathematics provides a reliable and up to date review of the substantial recent work in children' mathematical understanding. The authors also present important new research on children's understanding of number, measurement, arithmetic operation and fractions both in and out of school. The central theme of Children Doing Mathematics is that there are crucial conditions for children's mathematical learning. Firstly, children have to come to grips with conventional mathematical systems. Secondly, but equally important, they have to be able to present mathematical knowledge in a way that solves problems. The book also discusses how mathematical activities and knowledge involve much more than what is currently viewed as mathematics in the school curriculum. Most recent work illustrates how children can be successful in mathematical activities outside school whereas they fail in similar activities in the classroom. Through these two underlying themes the authors bring together discussions on conventional mathematical learning and on real life mathematical success. In so doing, they also highlight new and better ways of analysing children's abilities and of advancing their learning in school.
Author: Ann Montague-Smith Publisher: Routledge ISBN: 1136681663 Category : Education Languages : en Pages : 258
Book Description
This third edition of the best-selling Mathematics in Nursery Education provides an accessible introduction to the teaching of mathematics in the early years. Covering all areas of mathematics learning – number and counting, calculation, pattern, shape, measures and data handling – it summarises the research findings and underlying key concepts and explains how adults can help children to learn through practical experiences, discussion and more direct intervention. This new edition has been fully updated to incorporate the latest research and thinking in this area and includes: why mathematics is important as a way of making sense of the world how attitudes to mathematics can influence teaching and learning how children learn mathematics new material on sorting, matching and handling data ideas for observation and questioning to assess children’s understanding examples of planned activities suggestions for language development assessment criteria. This textbook is ideal for those training to be teachers through an undergraduate or PGCE route, those training for Early Years Professional Status and those studying early childhood on foundation or honours degrees as well as parents looking to explore how their young children learn mathematics. This will be an essential text for any Early Years practitioner looking to make mathematics interesting, exciting and engaging in their classroom.
Author: Martin Hughes Publisher: Wiley-Blackwell ISBN: 9780631135814 Category : Psychology Languages : en Pages : 212
Book Description
The importance of learning mathematics is constantly stressed by educationalists and employers alike. Yet survey after survey shows that large numbers of children leave school lacking both competence and interest in mathematics. What is going wrong and what should be done about it? In Children and Number Martin Hughes proposes a new perspective on children's early attempts to understand mathematics. He describes the surprisingly substantial knowledge about number which children acquire naturally before they start school, and contrasts this with the difficulties presented by the formal written symbolism of mathematics in the classroom. He argues that children need to build links between their informal and their formal understanding of number, and shows what happens when these links are not made. Children and Number describes many novel ways in which young children can be helped to learn about number. The author shows that the written symbols children often invent for themselves are more meaningful to them than the symbols that they are taught. He presents simple number games for introducing children to mathematical symbols in ways they can appreciate and understand. Dr. Hughes also describes how the computer language LOGO can be adapted for young children, and shows the dramatic effect that LOGO can have on their mathematical understanding.
Author: Marc Marschark Publisher: Oxford University Press ISBN: 0195390032 Category : Education Languages : en Pages : 526
Book Description
The field of deaf studies, language, and education has grown dramatically over the past forty years. From work on the linguistics of sign language and parent-child interactions to analyses of school placement and the the mapping of brain function in deaf individuals, research across a range of disciplines has greatly expanded not just our knowledge of deafness and the deaf, but also the very origins of language, social interaction, and thinking. In this updated edition of the landmark original volume, a range of international experts present a comprehensive overview of the field of deaf studies, language, and education. Written for students, practitioners, and researchers, The Oxford Handbook of Deaf Studies, Language, and Education, Volume 1, is a uniquely ambitious work that has altered both the theoretical and applied landscapes. Pairing practical information with detailed analyses of what works, why, and for whom-all while banishing the paternalism that once dogged the field-this first of two volumes features specially-commissioned, updated essays on topics including: language and language development, hearing and speech perception, education, literacy, cognition, and the complex cultural, social, and psychological issues associated with deaf and hard-of-hearing individuals. The range of these topics shows the current state of research and identifies the opportunites and challenges that lie ahead. Combining historical background, research, and strategies for teaching and service provision, the two-volume Oxford Handbook of Deaf Studies, Language, and Education stands as the benchmark reference work in the field of deaf studies.
Author: Susan R. Easterbrooks Publisher: Corwin Press ISBN: 1452296901 Category : Education Languages : en Pages : 225
Book Description
Based on the authors' model of auditory, speech, and language development, the book provides educators with effective techniques and strategies for working with children in the primary grades.
Author: Patricia Elizabeth Spencer Publisher: Oxford University Press ISBN: 0199780110 Category : Education Languages : en Pages : 261
Book Description
Debates about methods of supporting language development and academic skills of deaf or hard-of-hearing children have waxed and waned for more than 100 years: Will using sign language interfere with learning to use spoken language or does it offer optimal access to communication for deaf children? Does placement in classrooms with mostly hearing children enhance or impede academic and social-emotional development? Will cochlear implants or other assistive listening devices provide deaf children with sufficient input for age-appropriate reading abilities? Are traditional methods of classroom teaching effective for deaf and hard-of-hearing students? Although there is a wealth of evidence with regard to each of these issues, too often, decisions on how to best support deaf and hard-of-hearing children in developing language and academic skills are made based on incorrect or incomplete information. No matter how well-intentioned, decisions grounded in opinions, beliefs, or value judgments are insufficient to guide practice. Instead, we need to take advantage of relevant, emerging research concerning best practices and outcomes in educating deaf and hard-of-hearing learners. In this critical evaluation of what we know and what we do not know about educating deaf and hard-of-hearing students, the authors examine a wide range of educational settings and research methods that have guided deaf education in recent years--or should. The book provides a focus for future educational and research efforts, and aims to promote optimal support for deaf and hard-of-hearing learners of all ages. Co-authored by two of the most respected leaders in the field, this book summarizes and evaluates research findings across multiple disciplines pertaining to the raising and educating of deaf children, providing a comprehensive but concise record of the successes, failures, and unanswered questions in deaf education. A readily accessible and invaluable source for teachers, university students, and other professionals, Evidence-Based Practice in Educating Deaf and Hard-of-Hearing Students encourages readers to reconsider assumptions and delve more deeply into what we really know about deaf and hard-of-hearing children, their patterns of development, and their lifelong learning.
Author: Terezinha Nunes
Author: Terezinha Nunes
Author: Harry Knoors PhD
Author: Donald F. Moores
Author: Marc Marschark
Author: Terezinha Nunes
Author: Ann Montague-Smith
Author: Martin Hughes
Author: Marc Marschark
Author: Susan R. Easterbrooks
Author: Patricia Elizabeth Spencer