Advanced

Döva barns begreppsbildning i matematik

Foisack, Elsa LU (2003) In Malmö Studies in Educational Sciences
Abstract (Swedish)
Popular Abstract in Swedish

Döva barns begreppsbildning i matematik Denna studie tar utgångspunkt i frågan varför många döva barn har svårt att lära sig matematik. Studiens syfte är att belysa döva barns begreppsbildning i ämnet matematik genom att beskriva hur några döva barn uttrycker sig och agerar på väg mot förståelse av två centrala matematiska begrepp, nämligen multiplikation med heltal och längd. Feuersteins teorier används för att beskriva döva barns begreppsutveckling och för att undersöka om det är möjligt att hjälpa döva barn att utveckla sin kognitiva potential på ett mer effektivt sätt. Begreppskartor används för att illustrera elevernas steg och vägar mot begreppsförståelse. Språkets betydelse för... (More)
Popular Abstract in Swedish

Döva barns begreppsbildning i matematik Denna studie tar utgångspunkt i frågan varför många döva barn har svårt att lära sig matematik. Studiens syfte är att belysa döva barns begreppsbildning i ämnet matematik genom att beskriva hur några döva barn uttrycker sig och agerar på väg mot förståelse av två centrala matematiska begrepp, nämligen multiplikation med heltal och längd. Feuersteins teorier används för att beskriva döva barns begreppsutveckling och för att undersöka om det är möjligt att hjälpa döva barn att utveckla sin kognitiva potential på ett mer effektivt sätt. Begreppskartor används för att illustrera elevernas steg och vägar mot begreppsförståelse. Språkets betydelse för begreppsbildning, speciellt teckenspråk, belyses. Studien genomfördes vid en tvåspråkig specialskola med språken teckenspråk och svenska som målspråk. De sju döva eleverna i studien var c:a 11 år gamla och utgjorde en klass i skolår 4. Videoinspelningar gjordes av elev-lärar-interaktioner i problemlösningssituationer på teckenspråk utan hjälpmedel, med papper och penna, med laborativt material och med verkliga föremål. Elevernas förmåga att lösa problem varierade mycket beroende på olika faktorer. Enligt Feuerstein kan dessa definieras som självförtroende, sökande efter meningsfullhet, sökande efter utmaning, avsikt att fullfölja arbetet samt användande av tidigare förvärvad kunskap. Studien visade att det inte fanns någon skillnad mellan de steg mot begreppsförståelse, som de döva eleverna i studien tog och de steg som hörande elever vanligen tar. I överensstämmelse med tidigare studier framkom att döva elever behöver mer tid än hörande för lärande i matematik. Det medför att tidpunkt för lärande av vissa moment kan inträffa vid senare ålder för döva än för hörande elever och att elevernas vägar mot begreppsförståelse kan variera. Teckenspråkets struktur och avsaknad av etablerad matematikterminologi har även betydelse. Döva elevers tvåspråkiga situation ger anledning att prova och utveckla undervisningssätt i matematik, alternativ till dem som används idag. (Less)
Abstract
The question why deaf children have difficulties in learning mathematics is the basis of this study. The aim of the study is to illuminate deaf children’s concept formation in mathematics by describing how some deaf children express themselves and act on their way towards understanding two basic concepts, the concept of multiplication with whole numbers and the concept of length. Theories developed by Feuerstein are used in order to describe how deaf children develop concepts, and to investigate possibilities to help deaf children develop their cognitive potential in a more effective and adequate way. Concept maps illustrate steps and pathways taken by the pupils. The importance of language in concept formation, with focus on sign language... (More)
The question why deaf children have difficulties in learning mathematics is the basis of this study. The aim of the study is to illuminate deaf children’s concept formation in mathematics by describing how some deaf children express themselves and act on their way towards understanding two basic concepts, the concept of multiplication with whole numbers and the concept of length. Theories developed by Feuerstein are used in order to describe how deaf children develop concepts, and to investigate possibilities to help deaf children develop their cognitive potential in a more effective and adequate way. Concept maps illustrate steps and pathways taken by the pupils. The importance of language in concept formation, with focus on sign language is illuminated. The children in this study were pupils in a School for the Deaf, a bilingual school with the languages Swedish Sign Language and Swedish. Seven 11-year-old pupils, all the pupils in one group in grade 4, were studied. Video recordings were made of pupil-teacher interactions in problem solving situations in sign language only, with paper and pencil, with learning materials and with real things. A large variety in the pupils´ ability to solve the problems was found depending on different factors identified by Feuerstein e.g. self-confidence, looking for meaning, search of challenge, intention to finish the work and use of known facts. No difference was found concerning the steps towards comprehension of the concepts for the deaf pupils in the study compared to those of hearing pupils. In accordance with earlier studies it was found that the deaf pupils needed more time to learn mathematics than hearing pupils normally do. As a consequence they may learn certain concepts at a later age and the pathways towards comprehension may vary compared to those of hearing pupils. The structure of sign language and the lack of an established terminology in mathematics are also of importance. The bilingual situation for deaf pupils is a reason for developing methods of teaching mathematics to deaf pupils alternative to methods used today. (Less)
Please use this url to cite or link to this publication:
author
opponent
  • Professor Ahlberg, Ann, HLK, Högskolan i Jönköping
organization
alternative title
Deaf children's concept formation in mathematics
publishing date
type
Thesis
publication status
published
subject
keywords
Special didactics, concept map, sign language, mediated learning, Deaf, mathematics education, Specialdidaktik
in
Malmö Studies in Educational Sciences
pages
258 pages
publisher
School of Education, Malmö University
defense location
Lärarutbildningen, Malmö Högskola
defense date
2003-11-21 10:15
external identifiers
  • other:ISRN: LUSDAG/(SAPP-1096) 1-258 (2003)
ISSN
1651-4513
ISBN
91-85042-04-8
language
Swedish
LU publication?
yes
id
6c68e830-7017-4ad0-a8ef-c91e1ceeed7e (old id 21398)
date added to LUP
2007-05-25 15:03:17
date last changed
2016-09-19 08:44:56
@phdthesis{6c68e830-7017-4ad0-a8ef-c91e1ceeed7e,
  abstract     = {The question why deaf children have difficulties in learning mathematics is the basis of this study. The aim of the study is to illuminate deaf children’s concept formation in mathematics by describing how some deaf children express themselves and act on their way towards understanding two basic concepts, the concept of multiplication with whole numbers and the concept of length. Theories developed by Feuerstein are used in order to describe how deaf children develop concepts, and to investigate possibilities to help deaf children develop their cognitive potential in a more effective and adequate way. Concept maps illustrate steps and pathways taken by the pupils. The importance of language in concept formation, with focus on sign language is illuminated. The children in this study were pupils in a School for the Deaf, a bilingual school with the languages Swedish Sign Language and Swedish. Seven 11-year-old pupils, all the pupils in one group in grade 4, were studied. Video recordings were made of pupil-teacher interactions in problem solving situations in sign language only, with paper and pencil, with learning materials and with real things. A large variety in the pupils´ ability to solve the problems was found depending on different factors identified by Feuerstein e.g. self-confidence, looking for meaning, search of challenge, intention to finish the work and use of known facts. No difference was found concerning the steps towards comprehension of the concepts for the deaf pupils in the study compared to those of hearing pupils. In accordance with earlier studies it was found that the deaf pupils needed more time to learn mathematics than hearing pupils normally do. As a consequence they may learn certain concepts at a later age and the pathways towards comprehension may vary compared to those of hearing pupils. The structure of sign language and the lack of an established terminology in mathematics are also of importance. The bilingual situation for deaf pupils is a reason for developing methods of teaching mathematics to deaf pupils alternative to methods used today.},
  author       = {Foisack, Elsa},
  isbn         = {91-85042-04-8},
  issn         = {1651-4513},
  keyword      = {Special didactics,concept map,sign language,mediated learning,Deaf,mathematics education,Specialdidaktik},
  language     = {swe},
  pages        = {258},
  publisher    = {School of Education, Malmö University},
  school       = {Lund University},
  series       = {Malmö Studies in Educational Sciences},
  title        = {Döva barns begreppsbildning i matematik},
  year         = {2003},
}