| Project/Area Number |
09834008
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
談話(ディスコース)
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| Research Institution | KANTO GAKUIN UNIVERSITY |
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Principal Investigator |
EMORI Hideyo KANTO GAKUIN UNIVERSITY ASSISTANT PROFESSOR, 工学部, 助教授 (90267526)
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| Co-Investigator(Kenkyū-buntansha) |
MORIMOTO Akira TSUKUBA COLLEGE OF TECHNOLOGY FOR THE DEAF・ASSISTANT, 一般教育等, 助手 (60289791)
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| Project Period (FY) |
1997 – 1998
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| Project Status |
Completed (Fiscal Year 1998)
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| Budget Amount *help |
¥3,600,000 (Direct Cost: ¥3,600,000)
Fiscal Year 1998: ¥900,000 (Direct Cost: ¥900,000)
Fiscal Year 1997: ¥2,700,000 (Direct Cost: ¥2,700,000)
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| Keywords | HEARING IMPAIRED STUDENT / MATHEMATICS EDUCATION / DISCOURSE ANALYSIS / COMMUNICATION / MATHEMATICAL MEANING |
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| Research Abstract |
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."
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