Constructivist assistive technology in a mathematics classroom for the deaf
No Thumbnail Available
Date
2019-09
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
ACM Digital Library
Abstract
Within the context of almost nine million children with hearing disabilities in Sub-Saharan Africa, their education is an important topic. The problem was the lack of conclusive research about the effects of digital assistive technologies for educating deaf learners in Sub-Saharan African countries, such as Namibia. The question was could a digital assistive technology improve the mathematics achievement of deaf children? The research objective was to gather scientific evidence by conducting a quantitative experiment with constructivist digital assistive technology and qualitative interviews with the teachers involved. The findings from the experiment suggest that the constructivist digital assistive technology may have had a positive effect on the mathematics achievement of the learners, which was supported by the findings from the interviews. This makes an original contribution to the domain and offers an intervention that was feasible, practical and potentially effective for improving the teaching and learning of mathematics for deaf learners.
Description
Keywords
Constructivist assistive technology, Mathematics education, Deaf learners, Assistive techology, Learners performance, Namibia
Citation
Abiatal, L. K., & Howard, G. R. (2019). Constructivist Assistive Technology in a Mathematics Classroom for the Deaf: Going Digital at a Rural Namibian Primary School. In Proceedings of the South African Institute of Computer Scientists and Information Technologists 2019 (pp. 1-9)