Bilingualism of colombian deaf children in the teaching-learning of mathematics in the first year of elementary school

This paper summarizes some results of the first ethnographic research study conducted in Colombia in three different elementary schools for deaf children in which bilingualism (sign-language and written-language) is starting to be emphasized. This study focuses on the teaching of mathematics in classrooms for deaf children using contexts proclaimed as bilingual. The participants in the study were first grade teachers. The analysis presented in this paper illustrates the struggles that teachers experience teaching arithmetic in such a context. The teaching of arithmetic using bilingualism requires three types of semiotic registers: sign-language and written-Spanish, and the Hindu-Arabic numeration system. The analysis indicates some puzzling teaching learning issues interweaving language and mathematics. These issues are of linguistic and communicative, social and cultural, and cognitive and pedagogical nature.

Anexo

Referencia

Datos

Titulo

Bilingualism of colombian deaf children in the teaching-learning of mathematics in the first year of elementary school

Autor(es)

Olga Lucía León Corredor
Dora Inés Calderón

Titulo de la Revista

Colombian Applied Linguistics Journal

Pais

Colombia

Editorial

Universidad Distrital Francisco José de Caldas

ISSN

2248-7085

Volumen

12

Fasciculo

2

Paginas

9 - 24

Año

2010