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

近年来，人们对听力障碍者的高等教育提出了更高的要求。另一方面，我们还存在着许多问题，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，在教育中，对他们来说，如何支持他们学习语言、思考或交流是最重要的问题。因为听力受损对他们来说很难做到。我们相信语言学习是非常重要的。另一方面，我们也认为支持他们的学科学习是非常重要的。因为他们需要学科学习才能积极参与到现代社会的许多领域。对于听障学生来说，在数学教育中使用口语作为一种交流手段已经足够困难了。我们必须注意到，使用口语作为一种交流手段是不够的。正如社会建构主义所暗示的，数学知识是学习者通过社会互动来建构的。因此，口语作为一种交流手段对数学课堂教学过程的影响是不够的。我们近两年的研究明确了听障学生在进行数学意义交流时所面临的困难。其中之一与交流抽象概念的困难有关。我们不能直接交流一个抽象的概念。然后，我们要看操作方法。但是我们不知道我们如何克服这个困难。我们计划在“我们如何克服操作方法的困难”这一研究问题下继续进行这项研究。

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."