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From the Concrete to the Abstract: Mathematics For Deaf Children
- American Annals of the Deaf
- Gallaudet University Press
- Volume 133, Number 1, March 1988
- pp. 51-55
- 10.1353/aad.2012.0631
- Article
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An overview of the status, trends and methodology of teaching mathematics to deaf students showed that teachers are ill-prepared for the job at hand. They rely too heavily on textbooks and pencil and paper tasks while ignoring the hands-on exploration of objects that will allow children to better conceptualize basic mathematic principles. The authors offer an effective strategy for accomplishing a shift in instructional strategy. Incorporating characteristics from Piaget's theory of child development, the strategy supports the notion of using non-graded, 10-minute activity sessions to help hearing-impaired learners comprehend the concepts of addition, subtraction, multiplication and division.