January 2019, Vol. 50, Issue 1
What You See Is What You Get? Sign Language in the Mathematics Classroom
Christina M. Krause
This Brief Report addresses the fundamental role that sign language plays in the mathematics classroom of deaf and hard-of-hearing (DHH) students. The focus rests primarily on iconic aspects of mathematical ideas as reflected in the gestural−somatic modality of sign language. Insights gained from these observations lead beyond the DHH mathematics classroom by providing new perspectives on the interplay between language and communication, individual experience, and shared conceptualization.
This article is available to members of NCTM who subscribe to
Journal for Research in Mathematics Education. Don't miss out—join now or upgrade your membership. You may also purchase this article now for online access.
Log In/Create Account
Purchase Article