La actividad matemática en un aula con estudiantes sordos y oyentes

Referencias

Austin, J. L. y Howson, A. G. (1979). Language and mathematical education. Educational Studies in Mathematics, 10 (2), 161-197. Blatto-Vallee, G., Kelly, R. R., Gaustad, M. G., Porter, J. y Fonzi, J. (2007). Visual-spatial representation in mathematical problem solving by deaf and hearing students. Journal of Deaf Studies and Deaf Education, 12 (4), 432-448. Goldin-Meadow, S., Shield, A., Lenzen, D., Herzig, M. y Padden, C. (2012). The gestures ASL signers use tell us when they are ready to learn math. Cognition, 123, 448-453. Healy, L. y Powell, A. B. (2013). Understanding and overcoming “disadvantage” in learning mathematics. En Clements, M. A., Bishop, A. J., Keitel, C., Kilpatrick, J. y Leung, F. K. S. (eds.) Third International Handbook of Mathematics Education, 69-100. Springer: Nueva York. Healy, L., Becerra, E., Fernandes, S. H. A. y Botelho, J. L. (2016). Mathematics in the hands of deaf learners and blind learners: Visual-gestural-somatic means of doing and expressing mathematics. En Barwell, R. et al. (eds.) Mathematics Education and Language Diversity. The 21 ICMI Study, 141-162. Springer: Nueva York. Hyde, M., Zevenbergen, R. y Power, D. J. (2003). Deaf and hard of hearing students’ performance on arithmetic word problems. American Annals of the Deaf, 148 (1), 56-64. Kelly, R. R., Lang H. G. y Pagliaro, C. M. (2003). Mathematics word problem solving for deaf students: A survey of practices in grades 6-12. Journal of Deaf Studies and Deaf Education, 8 (2), 104-119. Morgan, C., Craig, T., Schuette, M. y Wagner, D. (2014). Language and communication in mathematics education: An overview of research in the field. ZDM, 46 (6), 843-853. Nunes, T. (2004). Teaching mathematics to deaf children. Londres: Whurr. Planas, N. y Valero, P. (2016). Tracing the socio-cultural-political axis in understanding mathematics education. En Gutiérrez, Á., Boero, P. y Leder, G. C. (eds.) Second Handbook of the Psychology of Mathematics Education. The journey continues. Sense Publishers: Róterdam. Rosich, N. (1998). Els nivells de pensament geomètric i resolució de problemes geomètrics amb alumnus sords i oients: Implicacions pedagògiques. Tesis Doctoral. Universidad de Barcelona. Tovar, L. A. (2003). La necesidad de planificar una norma lingüística en lengua de señas para usos académicos. Lengua y Habla, 8 (1), 97-132.