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Beyond Words/Signs: DHH Learners' Spatial Reasoning in Mathematics as Embodied Cognition
American Annals of the Deaf
|November 1, 2021
Summary
This study explores how deaf and hard of hearing (DHH) children use embodied spatial reasoning in geometry. Findings offer insights into enhancing math education for DHH learners and their peers.
Area of Science:
- Cognitive Science
- Mathematics Education
- Deaf Education
Background:
- Spatial reasoning is fundamental for STEM fields.
- Understanding embodied spatial reasoning in deaf and hard of hearing (DHH) children offers new educational approaches.
- This study investigates DHH learners' embodied spatial cognition in mathematics.
Purpose of the Study:
- To inquire into the embodied processes and forms of DHH learners' spatial reasoning.
- To explore how this knowledge can improve access and conceptual opportunities for all learners.
- To examine the spatial subcomponent processes of deconstructing and constructing 2D and 3D figures.
Main Methods:
- Qualitative study focusing on two first-grade hard of hearing children.
- Observation of children completing a geometric task in a mainstream classroom with a hearing peer.
- Analysis informed by cognitive science, mathematics, and deaf/general education research.
Main Results:
- Detailed explication of key spatial subcomponent processes (deconstructing and constructing) used by DHH children.
- Demonstration of embodied spatial reasoning in the production of 2D and 3D geometric figures.
- Identification of specific ways DHH children engage with geometric tasks.
Conclusions:
- The study provides valuable considerations for future research in spatial reasoning for DHH students.
- Findings suggest pedagogical approaches to enhance geometric understanding for both DHH and hearing learners.
- Embodied cognition offers a promising framework for advancing deaf education in mathematics.
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