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  4. Кафедра математики та методики її навчання
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dc.contributor.authorКрамаренко, Тетяна Григорівна-
dc.contributor.authorБондар, Катерина Миколаївна-
dc.contributor.authorШестопалова, Олена Петрівна-
dc.contributor.authorKramarenko, Tetiana-
dc.contributor.authorBondar, Kateryna-
dc.contributor.authorShestopalova, Olena-
dc.date.accessioned2023-12-06T12:51:44Z-
dc.date.available2023-12-06T12:51:44Z-
dc.date.issued2023-12-06-
dc.identifier.citationBondar, K.; Shestopalova, O. and Kramarenko, T. (2023). The ICT Usage in Teaching Maths to Children with Hearing Impairment. In Proceedings of the 2nd Myroslav I. Zhaldak Symposium on Advances in Educational Technology - AET; ISBN 978-989-758-662-0, SciTePress, pages 721-732. DOI: 10.5220/0012067300003431uk
dc.identifier.urihttp://elibrary.kdpu.edu.ua/xmlui/handle/123456789/8473-
dc.identifier.urihttps://doi.org/10.5220/0012067300003431-
dc.descriptionAriapooran, S. (2017). Mathematics Motivation, Anxiety, and Performance in Female Deaf/Hard-of-Hearing and Hearing Students. Communication Disorders Quarterly, 38(3):172–178. https://doi.org/10.1177/ 1525740116681271. Barrett, E. (2005). Mathematics: it’s all about language. Master of Science of Secondary Education of Students Who are Deaf or Hard of Hearing (NTID), Rochester Institute of Technology. https://scholarworks.rit.edu/ theses/3996/. de Dinechin, E. and Boutard, A. (2021). Information and Communication Technologies (ICTs) and Inclusive Education. Humanity & Inclusion, Lyon. https://www.hi.org/sn uploads/document/ Inclusive-ICT-report 1.pdf. Fritz, A., Haase, V. G., and Ras¨ anen, P., editors (2019). ¨ International Handbook of Mathematical Learning The ICT Usage in Teaching Maths to Children with Hearing Impairment 731 Difficulties: From the Laboratory to the Classroom. Springer, Cham. https://doi.org/10.1007/ 978-3-319-97148-3. Global Education Monitoring Report Team (2020). 2020 Global Education Monitoring Report: Inclusion and Education: All means all. https://gem-report-2020. unesco.org/. Kidd, D. H. (2018). Mathematics Learning: Keeping Deaf Students Engaged. https://cutt.ly/J8dTD0Z. Kollosche, D., Marcone, R., Knigge, M., Penteado, M. G., and Skovsmose, O., editors (2019). Inclusive Mathematics Education: State-of-the-Art Research from Brazil and Germany. Springer, Cham. https://doi.org/ 10.1007/978-3-030-11518-0. Kramarenko, T. H. (2019). Vybrani pytannia elementarnoi matematyky z GeoGebra [Selected questions of elementary mathematics with GeoGebra]. https://www. geogebra.org/m/gqpk8yfu. Le Brun, D. (2022). 7 tips for teaching the language of maths to deaf learners. https: //mathsnoproblem.com/blog/learner-focus/ tips-for-teaching-maths-to-deaf-learners/. Lovie, A. D. (1983). Aspects of neogenesis: Spearman’s system of cognition and applied psychology. In Bern, S., Rappard, H., and van Hoorm, W., editors, Studies in the History of Psychology and the Social Sciences: Proceedings of the First European Meeting of Cheiron, International Society for the History of the Behavioral and Social Sciences, pages 120–136. Psychologisch Instituut van de Rijksuniversiteit Leiden, Leiden, The Netherlands. National Deaf Center on Postsecondary Outcomes (2020a). Take Control of Your Online Learning: Tips for Deaf College Students. https://cutt.ly/u8dTUMO. National Deaf Center on Postsecondary Outcomes (2020b). Tips for Instructors: Teaching Deaf Students Online. https://cutt.ly/L8dTx5m. Nunes, T. and Moreno, C. (1999). Is hearing impairment a cause of difficulties in learning mathematics? In Donlan, C., editor, The Development of Mathematical Skills, pages 227–254. Psychology Press. https: //tinyurl.com/4yrv8z7b. Raven, J. (2020). The Outstanding Properties of the Standard Progressive Matrices Plus test. http://eyeonsociety.co.uk/resources/ Outstanding-properties-of-SPM-PLUS.pdf. Ray, E. (2001). Discovering mathematics: The challenges that deaf/hearing-impaired children encounter. ACE Papers: Student Edition, (11):62– 78. https://cdn.auckland.ac.nz/assets/education/ about/research/docs/FOED%20Papers/Issue%2011/ ACE Paper 6 Issue 11.doc. Rochester Institute of Technology (2022a). STEM Sign Video Dictionary. https://deaftec.org/ stem-dictionary/. Rochester Institute of Technology (2022b). Teaching Math to Deaf Students. https://deaftec.org/ teaching-learning/strategies-for-teaching-math/ teaching-math-to-deaf-students/. Sada, M. (2021). Probabilidad: simulaciones y problemas. https://www.geogebra.org/m/qjWuUAgs. Shestopalova, O. P., Bondar, K. M., Sklianska, O. V., Doroshenko, L. V., Trushyk, O. V., Zhukova, L. V., and Smekhnova, T. V. (2019). Teoriia i praktyka inkliuzyvnoi osvity [Theory and Practice of Inclusive Education]. Proekt “Pidtrymka inkliuzyvnoi osvity u m. Kryvyi Rih”, 2 edition. https://doi.org/10.31812/ 123456789/3544. Singh, S. (2019). Revisiting Inclusion of Children with Hearing Impairment: Issues and Possibilities. In Chennat, S., editor, Disability Inclusion and Inclusive Education, pages 157–174. Springer, Singapore. https://doi.org/10.1007/978-981-15-0524-9 8. UNICEF (2020). COVID-19: Are children able to continue learning during school closures? A global analysis of the potential reach of remote learning policies. UN, New York. https://digitallibrary.un.org/record/ 3886022uk
dc.description.abstractThe purpose of our research was the modification of teaching strategies of maths for deaf and hard-of-hearing learners. More specifically, we aimed to study the possibilities of optimal use of interactive exercises such as LearningApps and GeoGebra Dynamic Mathematics system in order to provide methodical and didactic support for training sessions, but also to assure independent study and implementation of monitoring activities. The developed visual materials for teaching children with hearing impairments were partially introduced into the educational process in a pilot project for the retraining of 12 school teams working with children with hearing impairments in Kryvyi Rih in educational strategies, for learning mathematics in grades 8-9 of an inclusive type for instructors teaching in a mainstreamed classroom with a mix of hearing, deaf and hardof-hearing students (students 12-14 years old: N = 80 children with hearing impairments; data collected in 2019-2021). In the context of research goals the academic success (algebra, geometry), and mathematical skills of students were analysed. According to the study results, there was a significant increase in the mean score of performance after the intervention than before the intervention. In other words, this increase represents the effectiveness of ICT educational methods. Furthermore, we highlighted some recommendations for using online service LearningApps, GeoGebra Dynamic Mathematics system, and project-based learning technologies in Mathematics, in particular.uk
dc.language.isoenuk
dc.publisherScience and Technology Publicationsuk
dc.subjectінклюзіяuk
dc.subjectметодика навчання математикиuk
dc.subjectсистема динамічної математикиuk
dc.subjectGeoGebrauk
dc.subjectІКТuk
dc.subjectуспішність з математикиuk
dc.subjectматематичні навички учнів з порушеннями слухуuk
dc.subjectMathematics Performanceuk
dc.subjectTeaching Mathsuk
dc.subjectMathematical Skills of Students with Hearing Impairmentuk
dc.titleThe ICT Usage in Teaching Maths to Children with Hearing Impairmentuk
dc.title.alternativeВикористання ІКТ у навчанні математики дітей з порушеннями слухуuk
dc.typeArticleuk
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