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AN ANALYSIS OF COMMUNICATION EFFECT PERTAINING TO THE CONSTRUCTION OF MATHEMATICAL MEANINGS FOR THE HEARING IMPAIRED STUDENTS

听障学生数学意义建构的交流效果分析

基本信息

批准号：
09834008
负责人：
EMORI Hideyo
金额：
$ 2.3万
依托单位：
KANTO GAKUIN UNIVERSITY
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
1997
资助国家：
日本
起止时间：
1997 至 1998
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-09834008/
关键词：
HEARING IMPAIRED STUDENT MATHEMATICS EDUCATION DISCOURSE ANALYSIS COMMUNICATION MATHEMATICAL MEANING

项目摘要

Higher education for the hearing-imparired come to be expected in recent years. The other hand we have many problems that it is necessary to solve the present state of education for them. One of them is how we support their subject learning. Of course in education for them it is the most important problem how we support them to learn language to think or communicate. Because it is very hard for them to do owing to hearing impairment. We believe language learning is very important. On the other hand we also believe it is very important to support their subject learning. Because they needed subject learning in order to participate actively in many fields of our modern society.In the case of the hearing-impaired students it is difficult enough to use spoken language as a means of communication in terms of mathematics education. We must pay attention to not enough using spoken language as a means of communication. As it is implicated by social constructivism that mathematical knowledge is constructed by learners through social interaction. Therefore it is thought that not enough using spoken language as a means of communication effect on the teaching and learning process of mathematics in classroom.Our research done during the past two years makes clear the difficulties confronted by the hearing impaired students while communicating mathematical meanings. One of them is related to the difficulties of communicating abstract concepts. We can not communicate an abstract concept directly. Then we depend on the operational method. But we can not know how we overcome this difficulty. We plan to continue this research under the research question "how we overcome the difficulty of holding the operational method."

近年来，为听力障碍者提供高等教育已成为人们的期望。另一方面，我们也存在很多问题，有必要解决他们的教育现状。其中之一是我们如何支持他们的学科学习。当然，在他们的教育中，我们如何支持他们学习语言来思考或交流是最重要的问题。因为由于听力障碍，他们很难做到这一点。我们相信语言学习非常重要。另一方面，我们也相信支持他们的学科学习非常重要。因为他们需要学科学习才能积极参与现代社会的许多领域。对于听障学生来说，在数学教育方面使用口语作为交流手段是非常困难的。我们必须注意，口语作为交流手段的运用还不够。正如社会建构主义所暗示的那样，数学知识是学习者通过社会互动来建构的。因此，我们认为，在课堂上，没有充分利用口语作为交流手段，影响数学的教与学过程。我们在过去两年所做的研究清楚地表明了听障学生在交流数学含义时所面临的困难。其中之一与交流抽象概念的困难有关。我们无法直接传达抽象概念。那我们就看操作方法了。但我们不知道如何克服这个困难。我们计划在“我们如何克服持有操作方法的困难”这一研究问题下继续进行这项研究。