1. Note to Our Readers
  2. DOI: 10.1353/aad.2021.0033
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  1. Insiders and Outsiders: The Yin-Yang Approach to Understanding
  2. Peter V. Paul
  3. Originally published: Volume 166, Number 3, Summer 2021
  4. pp. 257-261
  5. DOI: 10.1353/aad.2021.0029
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  1. A New Stepping-Stone on the Path to Mathematics Success for DHH Learners
  2. Claudia M. Pagliaro, Jennifer S. Thom
  3. Originally published: Volume 166, Number 3, Summer 2021
  4. pp. 309-317
  5. DOI: 10.1353/aad.2021.0032
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  1. Counting Differently: Assessing Mathematics Achievement of Signing Deaf and Hard of Hearing Children Through a Unique Lens
  2. Jon Henner, Claudia Pagliaro, SaraBeth Sullivan, Robert Hoffmeister
  3. Originally published: Volume 166, Number 3, Summer 2021
  4. pp. 318-341
  5. DOI: 10.1353/aad.2021.0023
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  1. Pedagogical Suggestions to Foster Fraction Learning
  2. Keith Mousley
  3. Originally published: Volume 166, Number 3, Summer 2021
  4. pp. 342-351
  5. DOI: 10.1353/aad.2021.0024
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  1. Sign Language in Light of Mathematics Education: An Exploration Within Semiotic and Embodiment Theories of Learning Mathematics
  2. Christina M. Krause, Annika M. Wille
  3. Originally published: Volume 166, Number 3, Summer 2021
  4. pp. 352-377
  5. DOI: 10.1353/aad.2021.0025
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  1. Beyond Words/Signs: DHH Learners’ Spatial Reasoning in Mathematics as Embodied Cognition
  2. Jennifer S. Thom, Taylor Hallenbeck
  3. Originally published: Volume 166, Number 3, Summer 2021
  4. pp. 378-408
  5. DOI: 10.1353/aad.2021.0026
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  1. Playing With Code: An Innovative Way to Teach Numeracy and Early Math Concepts to Young DHH Children in the 21st Century
  2. Karen L. Kritzer, Laurie Green
  3. Originally published: Volume 166, Number 3, Summer 2021
  4. pp. 409-423
  5. DOI: 10.1353/aad.2021.0027
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