scholarly journals UNA VISIÓN GENERAL DE LA INVESTIGACIÓN SOBRE LA ENSEÑANZA DE LAS MATEMÁTICAS EN LA EDUCACIÓN DE LOS ESTUDIANTES SORDOS

PARADIGMA ◽  
2020 ◽  
pp. 168-189
Author(s):  
Sani De Carvalho Rutz da Silva ◽  
Elsa Midori Shimazaki ◽  
Renata Da Silva Dessbesel
Keyword(s):  
Language Development ◽  
Sign Language ◽  
Learning Process ◽  
Mathematics Teaching ◽  
Language Teaching ◽  
Deaf People ◽  
Deaf Students ◽  
School Technology ◽  
Teaching Of Mathematics ◽  
Teaching Learning

ResumenEl avance de la tecnología combinado con el desarrollo de nuevos recursos y la rapidez con que fluye la información, mantienen a la sociedad en un constante movimiento, y consecuentemente, la escuela como uno de los elementos de la sociedad sufre continuos cambios. Considerando este escenario, planteamos como objetivo del presente estudio diseñar un panorama de las investigaciones referentes la enseñanza de las matemáticas en la educación de personas sordas. Para este propósito utilizamos, como metodología de revisión la Methodi Ordinatio, para la selección y análisis de los artículos disponibles en la base de datos Scopus, Scielo, DOAJ y ERIC, a través de los descriptores: sordo, matemáticas, lenguaje de señas, escuela, tecnología y bilingüismo. Constatándose que la educación de los sordos se presenta en un ambiente de muchas posibilidades y, por lo tanto, diversos factores interfieren en el proceso de enseñanza y aprendizaje de las matemáticas de estas personas en el aula. Los resultados revelaron que entre los factores que influyen, los puntos convergentes son la enseñanza y el aprendizaje de las matemáticas en el lenguaje de señas, con el desarrollo de herramientas visuales y la construcción de un ambiente accesible para los sordos, con respeto y valorización a la cultura sorda.Palabras clave: Lenguaje de señas. Enseñanza y aprendizaje. SordezUm panorama das investigações sobre o ensino de matemática na educação de surdosResumoO avanço da tecnologia aliado ao desenvolvimento de novos recursos e a rapidez de informações mantêm a sociedade em constante movimento e, consequentemente, a escola como um dos segmentos sociais, passa por contínuas mudanças. Ao considerar tal fato, o objetivo deste estudo é desenhar um panorama das investigações sobre o ensino de matemática na educação de surdos. Para tanto, utilizou-se, como metodologia de revisão, a Methodi Ordinatio para seleção e análise dos artigos disponíveis nas bases de dados Scopus, Scielo, DOAJ e ERIC, por meio dos descritores: surdos, matemática, língua de sinais, escola, tecnologia e bilinguismo. Constatou-se que a educação de surdos se apresenta em um ambiente de muitas possibilidades e por conseguinte, diversos fatores interferem no processo de ensino e aprendizagem de matemática em sala de aula a essas pessoas. Os resultados revelaram que dentre os fatores que influenciam, os pontos convergentes são, o ensino e a aprendizagem de matemática em língua de sinais, com desenvolvimento de ferramentas visuais e a construção de um ambiente acessível para os surdos, com respeito e valorização à cultura surda.Palavras chave: Língua de sinais. Ensino e aprendizagem. Surdez.An overview of research on the teaching of mathematics in deaf students’ educationAbstractThe technology advances combined with the development of new resources and the speed of information keep the society in constant movement and, therefore, the school as a social segment undergoes continuous changes. Considering this fact, this study aims to draw a research panorama about mathematics teaching in deaf students’ education. The Methodi Ordinatio was used as review methodology to select and analyze the articles available on Scopus, Scielo, DOAJ and ERIC databases, throughout the descriptors: deaf, mathematics, sign language, school, technology and bilingualism. The deaf people’s education, was concluded, is presented in an environment with many possibilities and thus various factors which interfere in mathematics teaching-learning process in classroom of these students. The results showed that among the factors which influence, the convergent aspects are the mathematics teaching-learning in sign language, development of visual tools and the constructions of an accessible environment to deaf people and respect and appreciation for deaf culture.Keywords: Sign language. Teaching-learning. Deafness.

scholarly journals UNA VISIÓN GENERAL DE LA INVESTIGACIÓN SOBRE LA ENSEÑANZA DE LAS MATEMÁTICAS EN LA EDUCACIÓN DE LOS ESTUDIANTES SORDOS

PARADIGMA ◽  
2020 ◽  
pp. 168-189
Author(s):  
Sani De Carvalho Rutz da Silva ◽  
Elsa Midori Shimazaki ◽  
Renata Silva Da Silva Dessbesel
Keyword(s):  
Language Development ◽  
Sign Language ◽  
Learning Process ◽  
Mathematics Teaching ◽  
Language Teaching ◽  
Deaf People ◽  
Deaf Students ◽  
School Technology ◽  
Teaching Of Mathematics ◽  
Teaching Learning

ResumenEl avance de la tecnología combinado con el desarrollo de nuevos recursos y la rapidez con que fluye la información, mantienen a la sociedad en un constante movimiento, y consecuentemente, la escuela como uno de los elementos de la sociedad sufre continuos cambios. Considerando este escenario, planteamos como objetivo del presente estudio diseñar un panorama de las investigaciones referentes la enseñanza de las matemáticas en la educación de personas sordas. Para este propósito utilizamos, como metodología de revisión la Methodi Ordinatio, para la selección y análisis de los artículos disponibles en la base de datos Scopus, Scielo, DOAJ y ERIC, a través de los descriptores: sordo, matemáticas, lenguaje de señas, escuela, tecnología y bilingüismo. Constatándose que la educación de los sordos se presenta en un ambiente de muchas posibilidades y, por lo tanto, diversos factores interfieren en el proceso de enseñanza y aprendizaje de las matemáticas de estas personas en el aula. Los resultados revelaron que entre los factores que influyen, los puntos convergentes son la enseñanza y el aprendizaje de las matemáticas en el lenguaje de señas, con el desarrollo de herramientas visuales y la construcción de un ambiente accesible para los sordos, con respeto y valorización a la cultura sorda.Palabras clave: Lenguaje de señas. Enseñanza y aprendizaje. SordezUm panorama das investigações sobre o ensino de matemática na educação de surdosResumoO avanço da tecnologia aliado ao desenvolvimento de novos recursos e a rapidez de informações mantêm a sociedade em constante movimento e, consequentemente, a escola como um dos segmentos sociais, passa por contínuas mudanças. Ao considerar tal fato, o objetivo deste estudo é desenhar um panorama das investigações sobre o ensino de matemática na educação de surdos. Para tanto, utilizou-se, como metodologia de revisão, a Methodi Ordinatio para seleção e análise dos artigos disponíveis nas bases de dados Scopus, Scielo, DOAJ e ERIC, por meio dos descritores: surdos, matemática, língua de sinais, escola, tecnologia e bilinguismo. Constatou-se que a educação de surdos se apresenta em um ambiente de muitas possibilidades e por conseguinte, diversos fatores interferem no processo de ensino e aprendizagem de matemática em sala de aula a essas pessoas. Os resultados revelaram que dentre os fatores que influenciam, os pontos convergentes são, o ensino e a aprendizagem de matemática em língua de sinais, com desenvolvimento de ferramentas visuais e a construção de um ambiente acessível para os surdos, com respeito e valorização à cultura surda.Palavras chave: Língua de sinais. Ensino e aprendizagem. Surdez.An overview of research on the teaching of mathematics in deaf students’ educationAbstractThe technology advances combined with the development of new resources and the speed of information keep the society in constant movement and, therefore, the school as a social segment undergoes continuous changes. Considering this fact, this study aims to draw a research panorama about mathematics teaching in deaf students’ education. The Methodi Ordinatio was used as review methodology to select and analyze the articles available on Scopus, Scielo, DOAJ and ERIC databases, throughout the descriptors: deaf, mathematics, sign language, school, technology and bilingualism. The deaf people’s education, was concluded, is presented in an environment with many possibilities and thus various factors which interfere in mathematics teaching-learning process in classroom of these students. The results showed that among the factors which influence, the convergent aspects are the mathematics teaching-learning in sign language, development of visual tools and the constructions of an accessible environment to deaf people and respect and appreciation for deaf culture.Keywords: Sign language. Teaching-learning. Deafness.

scholarly journals CRIATIVIDADE NO ENSINO DE GEOGRAFIA PARA SURDOS: propostas para uma aprendizagem melhor

2018 ◽  
Vol 25 (1) ◽  
pp. 63 ◽  
Author(s):  
Thabata Fonseca de Oliveira ◽  
Celeste Azulay Kelman ◽  
Maria Vitória Campos Mamede Maia
Keyword(s):  
Learning Process ◽  
Deaf Education ◽  
Multimodal Communication ◽  
Deaf People ◽  
Deaf Students ◽  
Creative Teaching ◽  
Geography Teaching ◽  
De Se ◽  
Teaching Learning ◽  
Medios De Comunicacion

A prática pedagógica na educação de surdos exige estratégias diferenciadas. Assim sendo, indagamo-nos: pensar o processo de ensino-aprendizagem, por um viés criativo, pode auxiliar-nos nessa empreitada? Neste ensaio, temos como objetivo propor uma reflexão sobre o ensino de Geografia para surdos, nos anos iniciais do ensino fundamental, a partir de autores que versam sobre a criatividade e a educação de surdos. Para isso, realizamos levantamento bibliográfico de textos e obras que abarcaram o tema da criatividade (OSTROWER, 2001; VYGOTSKY, 2014; MORGON, 2013), do jogo (HUIZINGA, 2000; AIZECANG, 2005), da brincadeira (BENJAMIN, 2002) e do ensino para surdos (KELMAN, 2011). As nossas hipóteses são de que práticas docentes criativas promovem um ensino mais significativo e de que a produção de materiais, técnicas, meios e mídias relativos à Geografia podem facilitar a compreensão dos estudantes surdos. Assim, refletimos sobre sugestões de trabalho com esse alunado, visando atender suas singularidades, em uma perspectiva criativa de ensino, que desenvolva a “alfabetização espacial” nas aulas de Geografia. As propostas pedagógicas basearam-se, principalmente, nos conceitos de imaginação específica (OSTROWER, 2001) e de comunicação multimodal (KELMAN, 2011), no conceito peirciano de musement (MORGON, 2013) e nos princípios de jogo e brincadeira (HUIZINGA, 2000; AIZECANG, 2005; BENJAMIN, 2002). Os resultados do estudo apontam para a necessidade de se reconhecer a materialidade específica da língua de sinais e a importância da promoção de informações e vivências aos alunos surdos, utilizando a semiose imagética (SANTAELLA; NÖTH, 2012) e a comunicação multimodal, bem como a construção de espaços e momentos lúdicos na aprendizagem e na avaliação.CREATIVITY IN GEOGRAPHY TEACHING FOR  THEDEAF: proposals for a better learningAbstractPedagogical practice in deaf education requires differentiated strategies. Therefore, we ask: can the teaching-learning process, through a creative perspective, help us in this endeavor? In this article, we aim to propose a reflection of the teaching of Geography for deaf people, in the initial years of elementary school, from authors who talk about the creativity and education of the deaf. To accomplish this purpose, we carried out a bibliographical research of texts and works that covered the themes of creativity (OSTROWER, 2001; VYGOTSKY, 2014; MORGON, 2013), games (HUIZINGA, 2000; AIZECANG, 2005), play (BENJAMIN, 2002) and teaching for the deaf (KELMAN, 2011). Our hypothesis is that creative teaching practices promote a more meaningful teaching and that the production of materials, techniques, media and media related to Geography can facilitate the understanding of deaf students. Thus, we refl ect on suggestions of work with this student, aiming to attend their singularities, in a creative perspective of teaching, which develops the “space literacy” in the classes of Geography. The pedagogical proposals were based mainly on the concepts of specific imagination (OSTROWER, 2001), the Peircian concept of musement (MORGON, 2013), multimodal communication (KELMAN, 2011) and the principles of the game and the joke (HUIZINGA, 2000; AIZECANG, 2005; BENJAMIN, 2002). The results of the study point to the need to recognize the specific materiality of sign language, the importance of promoting information and experiences to deaf students, using imagetic semiosis (SANTAELLA; NÖTH, 2012) and multimodal communication, as well as the construction of playful spaces and moments in learning and assessment.KeywordsCreativity. Deaf education. Geography teaching. Early grades of elementary school.LA CREATIVIDAD EN LA ENSEÑANZA DE LA GEOGRAFÍAPAR A SORDOS: propuestas para un aprendizaje mejorResumenLa práctica pedagógica en la educación de sordos exige estrategias diferenciadas. Por lo tanto, nos preguntamos: ¿pensar el proceso de enseñanza - aprendizaje, por un resgo creativo, puede ayudarnos en esta tarea? En este ensayo, tenemos como objectivo proponer una reflexión de la enseñanza de Geografía para sordos, en los años iniciales de la escuela primaria, a partir de autores que versan sobre la creatividad y educación de sordos. Para eso, realizamos levantamiento bibliográfico de textos y obras que abarcaron el tema de la creatividad (OSTROWER, 2001; VYGOTSKY, 2014; MORGON, 2013), del juego (HUIZINGA, 2000; AIZECANG, 2005), de los chistes (BENJAMIN, 2002) y enseñanza para sordos (KELMAN, 2011). Nuestra hipótesis es que prácticas docentes creativas promueven una enseñanza más significativa y que la producción de materiales, técnicas, medios de comunicación relativos a la Geografía puede facilitar la comprensión de los estudiantes sordos. Así, reflexionamos sobre sugerencias de trabajo con este alumnado, buscando atender sus singularidades, en una perspectiva creativa de enseñanza, que desarrolle la “alfabetización espacial” en las clases de Geografía. Las propuestas pedagógicas se basaron principalmente en los conceptos de imaginación específica (OSTROWER, 2001) y de comunicación modal (KELMAN, 2011), en el concepto peirciano de musement (MORGON, 2013), y los principios del juego y del chiste (HUIZINGA, 2000; AIZECANG, 2005; BENJAMIN, 2002). Los resultados del estudio apuntan a la necesidad de reconocer la materialidad específica de la lengua de signos, la importancia de la promoción de informaciones y vivencias a los alumnos sordos, utilizando la semiosis imagética (SANTAELLA; NÖTH, 2012) y comunicación multimodal, así como la construcción de espacios y momentos lúdicos en el aprendizaje y la evaluación.Palabras clave: Creatividad. Educación para sordos. Enseñanza de la Geografía. Años iniciales de la enseñanza fundamental.

scholarly journals Rancang Bangun Aplikasi Media Pembelajaran Bagi Siswa Penyandang Tuna Rungu Berbasis Android

Techno Com ◽  
2021 ◽  
Vol 20 (4) ◽  
pp. 540-551
Author(s):  
Addin Aditya ◽  
Decya Windri Sukmawati Susanto
Keyword(s):  
Special Education ◽  
Sign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Deaf People ◽  
Deaf Students ◽  
Analysis Design ◽  
The One ◽  
Bahasa Indonesia

Masyarakat penyandang tuna rungu tentunya mengalami kesulitan saat melakukan komunikasi sehari-hari, terutama bagi para siswa tuna rungu. Sejauh ini, mereka menggunakan bahasa isyarat SIBI dalam kegiatan belajar mengajar. SIBI merupakan jenis bahasa isyarat yang banyak digunakan pada lembaga pendidikan luar biasa. Namun disatu sisi, proses belajar mengajar dinilai masih kurang maksimal apalagi dimasa pandemi. Tujuan dari penelitian ini adalah untuk membangun sebuah aplikasi berbasis smartphone sebagai media pembelajaran tambahan pengenalan huruf alphabet dan kata bagi penyandang disabilitas tuna rungu serta memudahkan mereka untuk berkomunikasi dengan sesama. Aplikasi dibuat dengan menggunakan metode waterfall, dimulai dari analisis kebutuhan, perancangan, pembuatan hingga uji coba. Penelitian ini terbatas pada pengenalan huruf alphabet dan kata dalam bahasa Indonesia serta ditujukan bagi penyandang disabilitas tuna rungu usia 7-10 tahun. Berdasarkan hasil uji ahli materi dan bahan ajar serta uji kelayakan pengguna, aplikasi ini dinyatakan layak untuk dikembangkan dengan hasil taraf kelayakan 80.45%. Deaf people certainly have difficulty in carrying out daily communication, especially for deaf students. So far, they use SIBI sign language in teaching and learning activities. SIBI is a type of sign language that is widely used in special education institutions. But on the one hand, the teaching and learning process is considered to be still less than optimal, especially during the pandemic. The purpose of this study is to build a smartphone-based application as an additional learning medium to recognize letters and words for deaf people and make it easier for them to communicate with other people. Applications are made using the waterfall method, starting from needs analysis, design, manufacture to testing. This research is limited to the introduction of letters of the alphabet and words in Indonesian and is intended for deaf people aged 7-10 years. Based on the results of expert tests of teaching materials and user feasibility tests, this application is declared feasible to be developed with a feasibility level of 80.45%.

scholarly journals COMPLEMENTARY EDUCATION SPACES OF VENEZUELAN MATHEMATICS EDUCATORS. CASE: VENEZUELAN SCHOOL FOR THE TEACHING OF MATHEMATICS - EVEM

2020 ◽  
Vol 24 ◽  
Author(s):  
Cinthia del Carmen Humbría Burgos ◽  
Fredy Enrique González
Keyword(s):  
Mathematics Education ◽  
Qualitative Study ◽  
Social History ◽  
Mathematics Teaching ◽  
Scientific Field ◽  
Epistemology Of Science ◽  
Complementary Education ◽  
Mathematics Educators ◽  
Teaching Of Mathematics ◽  
Teaching Learning

ABSTRACT Qualitative study on mathematical educators complementary education spaces, considering the Venezuelan School for Mathematics Teaching. Referents: Social history (Bernal); Epistemology of Science (Toulmin); Scientific Field (Bourdieu); Systemic vision of Mathematics Education in Venezuela (Beyer). Finding: EFC-EMVs are dialogic, interdisciplinary, generate knowledge about teaching-learning of mathematics, for the Venezuelan educational reality.

scholarly journals Experimentação na educação química: elaboração de sinais em libras para práticas de laboratório

2018 ◽  
Vol 2 (1) ◽  
pp. 41
Author(s):  
Geilson Rodrigues Da Silva ◽  
Talina Meirely Nery Dos Santos ◽  
Griscele Souza De Jesus ◽  
Lucas Pereira Gandra
Keyword(s):  
General Chemistry ◽  
Content Analysis ◽  
Quantitative Analysis ◽  
Bilingual Education ◽  
Sign Language ◽  
Chemistry Laboratory ◽  
Deaf People ◽  
Scientific Concepts ◽  
Deaf Students ◽  
Brazilian Sign Language

Resumo: A Química é uma Ciência com poucos sinais específicos em Língua Brasileira de Sinais para o ensino de pessoas com surdez. Essa barreira de linguagem pode ocasionar obstáculos de aprendizagem aos estudantes surdos. Sendo assim, a presente pesquisa teve como objetivos catalogar verbetes e criar sinais para a utilização em aulas práticas de Química. Para coleta de dados foram levantados os termos na literatura no dicionário ilustrado trilíngue que possuíssem relações com a disciplina de Química, ao qual foram categorizados a partir da Análise de Conteúdo, em função do seu emprego e utilização. Realizou-se a análise quantitativa dos termos mais presentes em roteiros de aulas experimentais, usadas na disciplina de Química Geral e Experimental Ida Licenciatura em Química do IFMS campus Coxim. Sendo elaborados quatro sinais de instrumentos do laboratório de Química que apresentam potencial para serem utilizados em práticas bilíngues, no ensino superior e médio.Palavras-chave: Educação Bilíngue; Formação de Conceitos Científicos; Práticas Experimentais. Experimentation in chemical education: elaboration signals in libras for laboratory practicesAbstract: Chemistry is a Science with few specific signs in Brazilian Sign Language for teaching deaf people. This language barrier can lead to learning obstacles for deaf students. Thus, the present research had as objectives to catalog entries and to create signals for the use in practical classes of Chemistry. In order to collect data, the terms in the literature in the trilingual illustrated dictionary that had relations with the discipline of Chemistry were categorized from the Content Analysis, according to their use and use. A quantitative analysis of the most present terms was carried out in experimental classes, used in the General Chemistry and Experimental I subject of the Chemistry Degree of the IFMS campus Coxim. Four signs of chemistry laboratory instruments are being developed, which have the potential to be used in bilingual practices in higher and secondary education.Keywords: Bilingual Education; Formation of Scientific Concepts; Experimental Practices. 

scholarly journals Evaluating the Teaching-Learning Process of Brazilian Sign Language as a Second Language in Higher Education

2018 ◽  
Vol 3 (2) ◽  
pp. 99
Author(s):  
Roberto Cesar Reis da Costa
Keyword(s):  
Higher Education ◽  
Second Language ◽  
Sign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
Pedagogical Issues ◽  
Evaluation Tool ◽  
Sign Languages ◽  
Brazilian Sign Language ◽  
Teaching Learning

The focus of this paper is to propose an evaluation tool to assess the teaching-learning process of Brazilian Sign Language (Libras) to hearing students in Higher Education. The current Brazilian laws dealing with the accessibility of the deaf and the teaching of Libras will be concisely posited and argued, and after that an overview on linguistic aspects of Libras will be highlighted prior to discussing the teaching of this language as a Second Language (L2). Also, it will be discussed briefly the relevance of using strategies to Libras teaching as L2 and then the proposal to evaluate teaching and learning processes of the language at stake will be finally described. As a conclusion, developing tools as well as presenting proposals for the teaching of sign languages might be ways to highlight and discuss pedagogical issues about the teaching of the sign languages. The paper outcomes are useful for scholars and learners who are researching and implementing tools for Libras teaching as L2.

scholarly journals The Use of Realistic Mathematics Education (RME) to Help Indonesian 5th-Grade Students to Learn Multiplication and Division

2020 ◽  
Vol 10 (1) ◽  
pp. 41-53
Author(s):  
Nanang Setiadi
Keyword(s):  
Mathematics Education ◽  
Learning Process ◽  
Mathematics Teaching ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Alternative Approach ◽  
Mathematical Problems ◽  
Teaching Learning ◽  
Mastery Criteria ◽  
5Th Grade

Abstract                                                              This paper discusses the use of Realistic Mathematics Education (RME) as an alternative approach to enhance Indonesian 5th-grade students’ ability in multiplication and division. It presents the analysis of Indonesian 5th-grade students’ difficulties in applying stacking method for multiplication and division. Furthermore, it describes a mathematics teaching learning practice to stimulate students constructing their strategies, mathematical models and number sense in solving mathematical problems that involve multiplication and division. The teaching learning practice aims to apply RME for helping students develop their multiplication and division ability.Findings shows that stacking methods for multiplication and division are difficult for the students. The main students’ problem in multiplication and division stacking methods is in reapplying the steps of the methods. The steps taken to improve the learning process by implementing RME are: (1) analyze in detail the difficulties of students in multiplication and division stacking methods, (2) provide contexts of mathematical problems that can stimulate students to think mathematically, (3) hold a class mathematics congress, and (4) conduct a test to measure students’ achievement.            Based on the students’ achievement, there has been several improvements. After RME, there were more students whose grades passed the Minimum Mastery Criteria. Moreover, there was a student who got 100. Then, the average test was higher. Meanwhile, there were only 3 children whose grades were 0. Thus, the application of RME has helped the 5th-grade students to improve their ability in multiplication and division.         

scholarly journals INTEREST OF LATVIAN AND LITHUANIAN STUDENTS IN SCIENCE AND MATHEMATICS

2018 ◽  
Vol 17 (1) ◽  
pp. 31-42 ◽  
Author(s):  
Dagnija Cēdere ◽  
Inese Jurgena ◽  
Vilija Targamadze
Keyword(s):  
Factor Analysis ◽  
Learning Process ◽  
Mathematics Teaching ◽  
Leisure Time ◽  
Mathematics Students ◽  
Interest In Science ◽  
Practical Life ◽  
And Mathematics ◽  
Teaching Learning ◽  
Successful Teaching

Interest is one of the most important components for a successful teaching/learning process; unfortunately, nowadays students’ interest in science and mathematics is decreasing. The aim of the research is to explore the cognitive interest of 15-year- old students in science and mathematics. Students in Latvia and Lithuania participated in the survey; the data show that students’ cognitive interest in this area in both countries is mediocre. The factor analysis was used to single out four main dimensions of the cognitive interest – interest in the context, interest in mathematics, inquiry interest and enthusiasm. Students’ interest is higher in issues connected with practical life, the solution of real problems, but much lower if the problem to be solved needs effort, if they have to use mathematical tools. Enthusiasm is not characteristic for students. Only few respondents are willing to engage in science and mathematics in their leisure time. Latvian and Lithuanian students show slight differences in their interests. There are more Lithuanian students, who like mathematics and who are not afraid of difficulties. Latvian students, in their turn, show greater enthusiasm. Keywords: cognitive interest, science and mathematics, teaching/learning process.

scholarly journals Pautas orientativas para la asistencia a la diversidad y la inclusión de personas sordas

2021 ◽  
Vol 2 (5) ◽  
pp. 6441-6452
Author(s):  
Roberto García Sánchez ◽  
Justo Pedro Hernández González
Keyword(s):  
Continuing Education ◽  
Sign Language ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Deaf People ◽  
Deaf Students ◽  
Sign Languages ◽  
Sign Language Interpreters ◽  
The World ◽  
The University

Comunidad  Sorda es aquella que participa de unos valores culturales y lingüísticos construidos en torno a la lengua de signos y a una concepción visual del mundo. Entre las personas sordas usuarias de la lengua de signos algunas aprendieron a signar en su infancia y otras siendo ya adultas; hay quienes son usuarias de audífonos o implantes cocleares y, entre ellas, hay quienes usan la lengua de signos y quienes no. También debemos mencionar a aquellas personas sordas que, a causa de un sistema educativo no inclusivo, tienen problemas de expresión y comprensión de textos escritos. Al igual que en el resto de la población, entre las personas sordas encontraremos niños, jóvenes, mayores, personas sordas con otra(s) discapacidad(es)... Todas y cada una de ellas con sus necesidades y demandas concretas. Es importante saber que, aun tratándose de un colectivo heterogéneo, todas las personas sordas, cualquiera que sea su tipo o grado de sordera, situación individual e independientemente de que sean o no usuarias de las lenguas de signos, comparten la necesidad de acceder a la comunicación e información del entorno sin barreras de ningún tipo. Por ese motivo es necesario desarrollar un servicio de orientación, asesoramiento y acción tutorial específico para el alumnado sordo que tenga en cuenta sus necesidades y dificultades y que evite cualquier tipo de discriminación o falta de accesibilidad al contenido universitario del tipo que sea. Por lo tanto, es necesario proporcionar este servicio con los recursos audiovisuales necesarios, intérpretes de lengua de signos española y formación continua a la comunidad universitaria. Es fundamental coordinarse con las asociaciones de personas sordas para cumplir los requisitos básicos que garanticen su inclusión, puesto que éstas son las que conocen mejor sus necesidades por la lucha de sus derechos, y orientar a la universidad para la consecución de dicha finalidad.   A Deaf Community is one that participates in cultural and linguistic values built around sign language and a visual conception of the world. Among the deaf people who used sign language, some learned to sign in their childhood and others when they were adults; there are those who use hearing aids or cochlear implants and, among them, there are those who use sign language and those who do not. We will also find deaf people who, because of a non-inclusive educational system, have problems of expression and comprehension of written texts. As in the rest of the population, among the deaf people we will find children, young people, elderly, deaf people with other disability(ies). . . Each and every one of them with their specific needs and demands. It is important to know that, even if it is a heterogeneous collective, all deaf people, whatever their type or degree of deafness, individual situation and regardless of whether or not they are users of sign languages, share the need to access the communication and information of the environment without barriers of any kind. For this reason it is necessary to develop a service of guidance, advice and specific tutorial action for deaf students that takes into account their needs and difficulties and avoids any type of discrimination or lack of accessibility to university content of any kind. Therefore, it is necessary to provide this service with the necessary audiovisual resources, Spanish sign language interpreters and continuing education to the university community. It is essential to coordinate with associations of deaf people to meet the basic requirements to ensure their inclusion, since they are the ones who best know their needs by fighting for their rights, and guide the university to achieve that goal.

scholarly journals COMMUNICATION OF TEACHERS AND DEAF STUDENTS IN INTRODUCING SIGN LANGUAGE IN THE EXTRAORDINARY SCHOOL PERTIWI PONOROGO

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Dwi Aziz Azizah Agustina ◽  
Galih Akbar Prabowo
Keyword(s):  
Sign Language ◽  
Communication Process ◽  
Deaf People ◽  
Hearing Impairments ◽  
Deaf Students ◽  
Hearing Function ◽  
Teacher Students ◽  
Language Needs ◽  
Physical Barriers ◽  
Loss Of Hearing

Deafness is a disorder that occurs in the human sense of hearing. Loss of hearing function causes deaf people unable to hear and communicate verbally so that they experience delays in language development. Sign language is used by deaf people as a communication language. Sign language needs to be introduced by teachers of SLB Pertiwi Ponorogo to students with hearing impairments in order to get an agreement on the meaning of the signs used during communication. This research uses a descriptive type of research with a qualitative approach. The results of this study indicate the following: first, the communication carried out by the teacher in introducing sign language uses total communication by means of oral, written, pictures, signs, spelling, and lip-reading. Second, students gave a positive response indicated by a change in attitude following the cues displayed by the teacher. Students give negative responses indicated by emotional changes such as expressions of anger, confusion, silence, and even rejection from students. Third, the communication position in this study lies in the communicator, message, and communicant, namely the communication process barriers, physical barriers, and semantic barriers.

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