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Pedagogical Suggestions to Foster Fraction Learning
American Annals of the Deaf
|November 1, 2021
Summary
Many deaf or hard of hearing students struggle with fraction concepts, impacting future math skills. This review suggests teaching strategies like highlighting relationships and problem-solving to improve understanding for these learners.
Area of Science:
- Mathematics Education
- Deaf Education
Background:
- Fraction understanding is crucial for advanced mathematics and daily life.
- Many deaf or hard of hearing (DHH) students lack mastery of fraction concepts by college entry.
Purpose of the Study:
- To review literature on teaching fractions in general and deaf education settings.
- To provide pedagogical suggestions for improving DHH students' fraction concept development.
Main Methods:
- Literature review of existing research on fraction instruction.
- Analysis of pedagogical approaches in general and deaf education.
Main Results:
- Identified challenges in fraction concept acquisition for DHH students.
- Synthesized effective teaching strategies from existing literature.
Conclusions:
- Effective strategies include emphasizing mathematical relationships, employing problem-solving, and fostering discussion.
- Further research is needed on teaching fractions to DHH learners.
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