Are there special learning processes or problems which are already described in the literature?
Teaching Mathematics to Deaf Children
From an early age, deaf children excel in thinking about and remembering what they learn through visual spatial instruction. This strength in information processing can be used in the mathematics classroom to achieve better learning outcomes.
This book discusses ways to teach deaf children about the four arithmetic operations through spatial representation in problem solving. Examples for the teaching of fractions and graphs are also included. These visual representations are useful to support the children's understanding of mathematical concepts and to promote peer collaboration.
The teaching programme was tested with deaf children in six schools with excellent results: the children in the project made significantly more progress in one school year than expected for either deaf and hearing children over the same time.
This work was made possible through the generous support of The Nuffield Foundation.
Article Teaching mathematics to deaf children. Terezinha Nunes, Whur...
This is a good question.
Fortunately, deaf children can learn relationships visually. I have seen this happen with first grade children, who were taught arithmetic and algebra using cuisinart rods. See, for example, the relationships that are visualized with the rods, which are multiples of 1 cubic centimeter in the attached image.
For more about this, see
http://nrich.maths.org/public/leg.php?code=-297
Teaching Mathematics to Deaf Children
From an early age, deaf children excel in thinking about and remembering what they learn through visual spatial instruction. This strength in information processing can be used in the mathematics classroom to achieve better learning outcomes.
This book discusses ways to teach deaf children about the four arithmetic operations through spatial representation in problem solving. Examples for the teaching of fractions and graphs are also included. These visual representations are useful to support the children's understanding of mathematical concepts and to promote peer collaboration.
The teaching programme was tested with deaf children in six schools with excellent results: the children in the project made significantly more progress in one school year than expected for either deaf and hearing children over the same time.
This work was made possible through the generous support of The Nuffield Foundation.
Article Teaching mathematics to deaf children. Terezinha Nunes, Whur...
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