TEACHING MATHEMATICS TO CHILDREN WITH HEARING IMPAIRMENTS

The purpose of this study was to explore the effects of the English language on children with hearing impairments in their performance in mathematics. In order to focus attention on these issues, a research question and objectives were formulated. "In what ways does the English language affect the performance of children with hearing impairments in solving mathematics problems?" The research question was supported by a number of sub-questions that aimed at examining aspects of the English language such as comprehension, vocabulary and mathematical jargon. An experimental design was used to carry out this research. The study emerged from observation of practice, personal experiences and discussion with fellow teachers.

Autorentext

John Charema, doctor en Gestión y Transformación de Conflictos por la Universidad Nelson Mandela, doctor en Asesoramiento por la Universidad de Pretoria y doctor en Educación Especial por la Universidad de Manchester. John tiene varias publicaciones sobre asesoramiento y necesidades especiales. Ha trabajado como consejero, profesor universitario y examinador externo en educación especial.