SLC Catalyst: Center on Mathematics and Deaf and Hard-of-Hearing Learners

这个催化剂项目为未来的NSF学习科学中心奠定了基础，该中心将专注于学习过程中数学，语言和认知之间的相互关系。它将研究耳聋和听力困难的学生（K-12通过中学后教育）如何学习数学相比，听力同龄人。本项目的数学操作定义是目标学习者的概念理解，程序知识和解决问题的能力，以及他们推理，建立联系和交流数学知识的能力。该催化剂项目的三个主要任务是：1。概念验证研究。为数学，语言和认知研究的新计划进行一系列综合性多学科研究。这项工作包括来自数学教育，认知心理学，语言学，语言习得，美国手语研究，心理测量学和人种学的研究人员，以及数学专家。建立伙伴关系。更多的国家和国际合作者（研究人员，从业人员，家长）将招募他们的专业知识和视角的广度。规划教育推广活动。这项任务将主要集中在研究与实践的桥梁上。该项目整合了多种研究传统，以扩展当前对语言和认知在数学学习中的作用的认识。本研究通过对聋生数学能力和推理能力的研究，希望能对语言、认知和数学学习之间的关系有更深入的了解。研究结果应适用于其他学习者群体，包括有学习障碍或发展需要的学生，第二语言学习者和一般听力学生群体。

This catalyst project lays the foundation for a future NSF Science of Learning Center that will focus on the interrelationships among mathematics, language, and cognition in the learning process. It will examine how deaf and hard-of-hearing students (K-12 through post-secondary education) learn mathematics as compared to hearing peers. The operational definition of mathematics for this project is the target learners' abilities for conceptual understanding, procedural knowledge, and problem solving, as well as their powers to reason, make connections, and communicate mathematical knowledge. The three primary tasks of this catalyst project are:1. Proof-of-concept research. Conduct an initial series of integrative multidisciplinary studies for a new program of research on mathematics, language, and cognition. This effort includes researchers from mathematics education, cognitive psychology, linguistics, language acquisition, American Sign Language studies, psychometrics, and ethnography, as well as mathematics practitioners.2. Partnership building. Additional national and international collaborators (researchers, practitioners, parents) will be recruited for their expertise and breadth of perspective.3. Planning for educational outreach. This task will focus primarily on bridging research to practice.This project integrates multiple research traditions to extend current knowledge of the role of language and cognition in mathematics learning. By studying deaf and hard-of-hearing learners' mathematical abilities and reasoning powers, this project expects to reveal more in-depth understanding of the relationships among language, cognition, and mathematics learning. Findings should apply to other learner populations including students with learning disabilities or developmental needs, second language learners, and the general hearing student population.