What is it about?
The work presented in this paper assessed the mathematical reasoning required from a test given to Filipino Deaf and hard-of-hearing learners. The work made use as a guide Lithner's framework on mathematical reasoning. Results show that most of the items from the examined tests may be categorized only up to the algorithmic reasoning level.
Featured Image
Photo by Aaron Burden on Unsplash
Why is it important?
The results invite mathematics teachers of the Deaf and hard-of-hearing to reflect on the quality of their assessment activities. Teachers should find means to promote items that encourage plausible/creative reasoning among students with unique learning contexts.
Perspectives
The authors intend to continue examining the curricular web with respect to the Deaf and hard-of-hearing classroom environment. This work focuses only on assessment. The authors intend to bridge practice and theory on inclusive mathematics education with their on-going initiatives/projects.
Vitus Paul Lopez de Jesus, Ph.D.
University of Santo Tomas
Read the Original
This page is a summary of: Assessing the mathematical reasoning required in geometry examination tasks for the Filipino deaf/hard-of-hearing learners, January 2024, American Institute of Physics,
DOI: 10.1063/5.0230637.
You can read the full text:
Contributors
The following have contributed to this page
