Teaching and Learning Mathematics with Hearing Impaired Students

Tanrıdiler, Ayşe; Uzuner, Yıldız; Girgin, Ümit

doi:10.1080/09720073.2015.11891874

Cited by 7 publications

(8 citation statements)

References 3 publications

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“…BMI is based upon the principle that considers mathematical knowledge as a whole and allows the study of it in various problem cases. It establishes a balance between the teaching of mathematical skills and the use of mathematics in real life [34]. In study [35], the origami technique was used by deaf students to learn different mathematical concepts in a classroom.…”

Section: Related Workmentioning

confidence: 99%

“…However, they only focussed on Urdu and English alphabet learning. Moreover, it is also observed that the approaches and techniques (conventional teaching methods) [34,35] that were generally used in classrooms to teach deaf students were not very effective. Therefore, there is a need to develop an application that provides basic mathematical concepts learning using PSL.…”

Section: Related Workmentioning

confidence: 99%

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Measuring Effectiveness of Mobile Application in Learning Basic Mathematical Concepts Using Sign Language

et al. 2019

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Technology plays an important role in our society, especially in the field of education. It is quite regrettable that people, particularly the deaf, still face a lot of challenges in acquiring an education. Their learning methods are different as compared to hearing people. They use Sign Language (SL) rather than natural language to communicate and learn. They are required to put a lot of effort into learning different concepts using conventional pedagogies. Therefore, there is a dire need for some assistive technology to improve their learn-ability and understandability. In the present study, 192 deaf participants aged 5–10 years were sampled from two special child institutes. The objective of the present study was to determine the effectiveness of a mobile interface through a developed mobile application for learning basic mathematical concepts using Pakistan Sign Language (PSL). The present study bridges the gap between the technology-based method and conventional teaching methods, which are used for teaching mathematical concepts using PSL. The participants were divided into two groups, that is, one group learned through conventional methods (flash cards and board) and the other group through the developed mobile application. The difference in the performance of both the groups was evaluated by conducting quizzes. The quiz results were analyzed by the Z-test and ANOVA. The findings revealed that the Experimental Group (EG) participants, who were instructed by our mobile application showed higher proficiency in the quizzes as compared to the Control Group (CG). EG participants performed better than CG by 12% in the quizzes. A gender based difference was also observed for the quiz scores. Male participants in category C (word problem learning) performed 2.7% better than females in the EG and 2.5% better in the CG. Moreover, a significant difference was also observed in the time taken by participants in both groups to complete the quizzes. CG participants took 20 min longer than EG participants to complete the quizzes. The results of the ANOVA showed that the quiz scores were directly affected by the mode of teaching used for participants in both groups.

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Section: Related Workmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

Measuring Effectiveness of Mobile Application in Learning Basic Mathematical Concepts Using Sign Language

et al. 2019

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“…However, the mathematical learning outcome of deaf students is still very low [1]. This is stated by [2] that several studies indicated low learning performance of deaf students when compared to normal students. For normal students, mathematics is a difficult subject [3].…”

Section: Introductionmentioning

confidence: 99%

Developing Interactive Digital Mathematics Book with Multi Representation Approach for Deaf Students

Suarsana

2021

Int. J. Emerg. Technol. Learn.

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Mathematics learning objectives for deaf students are not different from normal students, but their learning approach is not the same. Learning materials for deaf students should be made simple and equipped with multi representation. With the development of ICT, multi representation has become easy and inexpensive. Therefore, the purpose of this study was to develop an interactive digital book with a multi representation approach for deaf students. This study was carried out using 3 initial stages of 4-D research and development design (define, design, develop, and disseminate). Media feasibility is determined based on the results of expert validation, practicality test, and a passing grade. The average score of book validation by the material expert was 2.92 (97.3%), learning design expert was 2.97 (99%), media expert was 2.99 (99.7%), and language expert was 2.78 (92.7%), so it can be said that the book met the validity criteria. The average score of the practicality test by students was 4.24 (84.8%) and teachers were 4.35 (87%), so it can be said that the book met the practicality criteria. The average passing grade was 83.34%, so the book met the effectiveness criteria. By meeting validity, practicality, and effectiveness criteria, it can be concluded that the digital book met the feasibility criteria as mathematical learning materials for VII-grade deaf students.

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“…But the mathematics learning outcomes of hearing-impaired students are still very low (Yang et al, 2007). This is reinforced by Tanridiler et al (2015) statement that some of the results of the study indicate the learning performance of hearing-impaired students is low and far behind when compared to normal students of their age. For normal students, Widana et al, (2018), mathematics is a subject that is considered difficult.…”

Section: Introductionmentioning

confidence: 80%

“…For normal students, Widana et al, (2018), mathematics is a subject that is considered difficult. For hearing-impaired students, the problem will become even more complex due to hearing loss (Tanridiler, 2015). Some barriers to learning for hearing-impaired students include: weakness in accessing information (Rapin, 1986;Nunes & Moreno, 2002), limited communication with other teachers/students (Saud and Nasruddin, 2016;Chen, 2014) and low learning motivation because they feel they are not comfortable and sometimes frustrating in expressing ideas/questions (Liu et al, 2006).…”

Section: Introductionmentioning

confidence: 99%

Development of interactive mathematics learning media on statistics topic for hearing-impaired student

Suarsana

2018

IRJEIS

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Teaching and Learning Mathematics with Hearing Impaired Students

Cited by 7 publications

References 3 publications

Measuring Effectiveness of Mobile Application in Learning Basic Mathematical Concepts Using Sign Language

Measuring Effectiveness of Mobile Application in Learning Basic Mathematical Concepts Using Sign Language

Developing Interactive Digital Mathematics Book with Multi Representation Approach for Deaf Students

Development of interactive mathematics learning media on statistics topic for hearing-impaired student

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