Just-ifying Spatial Activity and Deaf Learners’ Mathematical Understanding as Growth

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Deaf and Hard of Hearing Intersectionalities and Perspectives SIG Virtual Poster Session

Abstract

Spatial skills are vital to understanding mathematics. Yet the absence of spatial development in elementary curricula is compounded with a lack of theoretical and empirical research, especially in deaf education addressing learners’ spatial-mathematical understandings. For this study we ask, what insights can be gained through teaching, observing, and assessing Evan, a deaf student, as he works on three geometry tasks? Our video-based analysis employs the Pirie–Kieren Theory to examine the embodied and spatially dynamic ways that Evan’s understandings emerge and evolve into more formal mathematical activity. The findings support research and teaching that promote growth-oriented learning for all deaf learners.

Authors

• Jennifer S. Thom, University of Victoria

• Joanne Weber, University of Alberta