TO OVERCOME HEARING IMPAIRED STUDENTS' PERSISTENCE TO HANDLE THE OPERATIONAL MEANING IN THE FORMATION OF MATHEMATICAL

我们一直在探索一种克服听障学生在数学概念形成过程中对操作意义的坚持性的教学方法。对于这个研究问题，我们集中在选择性知觉。特别是对听障学生的视知觉进行了研究，以鼓励他们利用自己的身体能力来克服自己的障碍。我们认识到有选择地感知视觉信息的重要性，从而克服视觉信息对操作意义的持续性处理，并从其他交际参与者传递给他们的视觉信息中发现结构意义的含义。从不同的知觉方式中选择某种特定的知觉方式，称为“选择性知觉”。选择性知觉依赖于经验和知识，它影响着信息的解读和后一种反思思维的激活。由选择性知觉产生的差距使认知过程向扩展和分化的高级阶段发展。

We have been trying to find out an instructional method to overcome hearing impaired students' persistence to handle the operational meaning in the formation of mathematical concepts. For this research question, we focused on the selective perception. Especially we have studied hearing impaired students' visual perception to encourage to use their physical ability to overcome their handicap. We get to know the importance to perceive visual message selectively to overcome their persistence to handle the operational meaning and to find the implication of the structural meaning from the visual message that other communication participants sent to them.When we perceive some message, we concentrate our consciousness on some combination of stimuli and ignore the other combination of them. To select some specific way of perception out of different ways of perception is named "selective perception". The selective perception depends on the experience and knowledge, and it affects the interpretation of the message and the activation of the latter reflective thinking. The gap that generates from selective perception advances the cognitive process toward the upper phases which are expansion and differentiation.