Discovering mathematics: The challenges that deaf/hearing-impaired children encounter

Ray, Elizabeth

dc.contributor.author	Ray, Elizabeth	en
dc.date.accessioned	2015-04-10T02:09:43Z	en
dc.date.available	2015-04-10T02:09:43Z	en
dc.date.issued	2001-11	en
dc.identifier.citation	ACE papers, Issue 11: Issues in Mathematics Education, Paper 6.	en
dc.identifier.uri	http://hdl.handle.net/2292/25109	en
dc.description	These ACE working papers were a publication of the Auckland College of Education and the last of these was produced in 2006.	en
dc.description.abstract	This paper reports on difficulties that deaf/hearing-impaired children may encounter when learning mathematics in early childhood settings. The objective was to enhance teacher practice by identifying possible ways in which barriers to learning could be overcome. The key issue arising revealed that deaf/hearing-impaired children's limited language base may prevent them from understanding and developing mathematical language. Other related issues that influenced mathematical development were parental involvement and comprehensive support in the home environment, together with a greater emphasis on the use of mathematical resources and specific strategies for teaching mathematics to deaf/hearing-impaired children.	en
dc.language.iso	en	en
dc.relation.ispartofseries	ACE papers	en
dc.rights	Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher.	en
dc.rights.uri	https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm	en
dc.title	Discovering mathematics: The challenges that deaf/hearing-impaired children encounter	en
dc.type	Technical Report	en
pubs.issue	11	en
dc.rights.accessrights	http://purl.org/eprint/accessRights/OpenAccess	en