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ERIC Number: ED313846
Record Type: Non-Journal
Publication Date: 1989-Jul
Pages: 28
Abstractor: N/A
Reference Count: N/A
Interactions between Language and Mathematics with Deaf Students: Defining the "Language-Mathematics" Equation.
Hillegeist, Eleanor; Epstein, Kenneth
The study examined the relationship between language and mathematics with 11 classes of deaf students taking Algebra 1 or Algebra 2 at the Gallaudet University School of Preparatory Studies. Specifically, the study attempted to predict the difficulty of a variety of relatively simple algebra problems based on the abstractness of the math and the amount of English required. Types of equations and problems were categorized into five categories based on mathematical abstractness and English requirements. The study found that difficulty levels across groups consistently showed the following sequence: concrete, If/Then--concrete, abstract, If/Then--abstract, and If/Then--abstract plus extraneous English information. Somewhat surprisingly, the If/Then English construction was less difficult than substituting an alphabetic variable for a number. Problems with defining signs and mathematical terms are noted as are approaches to the use of space to explain concepts. The importance of developing an adequate language of instruction to help students integrate the semantic and syntactical aspects of mathematics and language is stressed. (DB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A