MATHEMATICS LANGUAGE IN-CLASS INSTRUCTION
Journal Title: Journal of Special Education and Rehabilitation - Year 2010, Vol 11, Issue 3
Abstract
The goal of the research was to compare the level of mathematic language acquisition between students of lower grades in special elementary schools for children who are hearing impaired and students of a mainstream elementary school. A total of 239 children attending mainstream and special schools in the territory of Serbia were included in the research. Instruction of mathematics in schools for students who are hearing impaired has a different character as it contains elements of native language instruction. Obtained results show a significant difference in some fields. A conclusion stating that the level of language acquisition is in direct correlation with the level of acquisition of mathematics language imposes itself. What that means is that hearing impaired children have not only to comprehend mathematics relations, but also to learn mathematic terms in a completely different way as compared to children who are hearing.
Authors and Affiliations
Jasmina KARIKJ| Faculty of Special Education and Rehabilitation Belgrade, Republic of Serbia, Vesna S. RADOVANOVIKJ| Faculty of Special Education and Rehabilitation Belgrade, Republic of Serbia
Keywords
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