A USER-INTERFACE ENVIRONMENT AS A SUPPORT IN MATHS TEACHING FOR DEAF CHILDREN

Maici Duarte Leite, Laura Sánchez García, Andrey R. Pimentel, Marcos S. Sunye, Marcos A. Castilho, Luis C. Bona, Fabiano Silva

Abstract

The use of theories stemming from different areas of knowledge has contributed both to knowledge acquisition – since these theories help perceive individuals more effectively – and to the development of educational software. This is the case, for instance, of cognitive theories, which in turn assist in terms of both learning support and the clarification of possible needs in the acquisition of a given concept. In the present paper, we propose a discussion about the help function (Leite, Borba and Gomes, 2008) provided by educational software, focusing deaf students. This paper also presents an enhancement for the interface design of the help function, based on the Conceptual Fields Theory and the Theory of Multiple External Representations. This interface design enhancement is created by carrying out a new analysis regarding the display of a help function through diagrams. In short, in the present paper we derive important contributions from these two theoretical frameworks so as to provide deaf students with support in the acquisition of mathematical concepts, considering that these deaf students are put in an inclusive context.

References

  1. Austin, G. F. Knowledge of selected concepts obtained by an adolescent deaf population. American Annals of the Deaf, 120: 360-370, 1975.
  2. Ainsworth, S., Wood, D., Bibby, P. Co-ordinating Multiple Representations in Computer Based Learning Environments. Brna, paiva & Self (Eds) Proccedings of The European Conference on AI in Education, Lisbon, 1996; 336-342.
  3. Ainsworth. A. A functional taxonomy of multiple representations. Computers and Education, 33(2/3):131-152, 1999.
  4. Ainsworth, S. Ainsworth, S. DeFT: A conceptual framework for considering learning with multiple representations. Learning and Instruction 16(3):183- 198-2006.
  5. Ainsworth, S. The educational value of multiplerepresentations when learning complex scientific concepts. In J.K. Gilbert, M. Reiner, & M. Nakhleh (eds.) Visualization: Theory and Practice in Science Education (pp. 191-208), New York: Springer Verlag.
  6. Bull, R.; Marschark, M; Blatto-Vallee, G. SNARC hunting: Examining number representation in deaf students. Learning and Individual Differences, 15(3): 223-226, 2005.
  7. Carpenter, T.P.; Moser, J.M. The development of addition and subtraction problem-solving skills. In: Carpenter, T.P.; Moser, J.M.; Romberg, T. A. (Eds.) Addition and subtraction: a cognitive perspective, páginas 123-146. Hillsdale: Erlbaum, 1982.
  8. Carraher, T. N.; Carraher, D.; Schliemann, A. Na vida dez, na escola zero. 2ª edição. São Paulo: Cortez, 1988.
  9. Leite, M. D.; Borba, R. ; Gomes, A. S. Contributions from the Theory of Conceptual Fields: help and feedback messages in educational software for deaf students. In: ICME - 11th International Congress on Mathematical Education, 2008, Mexico. Anais do ICME, 2008.
  10. Kelly, R. R; Lang, H. G; Pagliaro, C. M. 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, 2003.
  11. Kelly, R. R.; Lang, H. G.; Mousley, K.; Davis, S. M. Deaf College Student's Comprehension of Relational Language in Arithmetic Compare Problems. Journal of Deaf Studies and Deaf Education, 8(2): 120-132, 2003.
  12. Nunes, T.; Moreno C. Promoting deaf pupils' achievement in mathematics. Journal of Journal of Deaf Studies and Deaf Education, 7(2):120-133, 2002.
  13. Traxler, C. B. The Stanford Achievement Test, ninth edition: National norming and performance standards for deaf and hard-of-hearing students. Journal of Deaf Studies and Deaf Education, 5:337-348, 2000.
  14. Vergnaud, G. Psicologia do desenvolvimento cognitivo e didáctica das matematicas. Un exemplo: as estruturas aditivas. Análise Psicológica, 1(5):76-90. 1986.
  15. Vergnaud, G. El ninõ, lãs matemáticas y la realidad. Problemas de la ensenanzã em la escuela primaria. México: Trilhas, 1991.
Download


Paper Citation


in Harvard Style

Duarte Leite M., García L., R. Pimentel A., Sunye M., Castilho M., Bona L. and Silva F. (2010). A USER-INTERFACE ENVIRONMENT AS A SUPPORT IN MATHS TEACHING FOR DEAF CHILDREN . In Proceedings of the 12th International Conference on Enterprise Information Systems - Volume 5: ICEIS, ISBN 978-989-8425-08-9, pages 79-85. DOI: 10.5220/0002973500790085


in Bibtex Style

@conference{iceis10,
author={Maici Duarte Leite and Laura Sánchez García and Andrey R. Pimentel and Marcos S. Sunye and Marcos A. Castilho and Luis C. Bona and Fabiano Silva},
title={A USER-INTERFACE ENVIRONMENT AS A SUPPORT IN MATHS TEACHING FOR DEAF CHILDREN},
booktitle={Proceedings of the 12th International Conference on Enterprise Information Systems - Volume 5: ICEIS,},
year={2010},
pages={79-85},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0002973500790085},
isbn={978-989-8425-08-9},
}


in EndNote Style

TY - CONF
JO - Proceedings of the 12th International Conference on Enterprise Information Systems - Volume 5: ICEIS,
TI - A USER-INTERFACE ENVIRONMENT AS A SUPPORT IN MATHS TEACHING FOR DEAF CHILDREN
SN - 978-989-8425-08-9
AU - Duarte Leite M.
AU - García L.
AU - R. Pimentel A.
AU - Sunye M.
AU - Castilho M.
AU - Bona L.
AU - Silva F.
PY - 2010
SP - 79
EP - 85
DO - 10.5220/0002973500790085