Signs of Mathematics: Fostering the Emergence of Conceptual Gesture Among Deaf Students

Modal continuity in Deaf students' signed mathematical discourse

Autores: Christina M. Krause, Dor Abrahamson
Publicado en: “Entre Culturas / Across Cultures” — Proceedings of the 42nd annual meeting of the North-American chapter of the International Group for the Psychology of Mathematics Education, 2020, Página(s) 1448-1449, ISBN 978-1-7348057-0-3
Editor: Cinvestav / AMIUTEM / PME-NA
DOI: 10.51272/pmena.42.2020-228

Sign language in light of mathematics education: an exploration within semiotic and embodiment theories of learning mathematics

Autores: Christina Krause, Annika Wille
Publicado en: American Annals of the Deaf, Edición 166(3), 2021, Página(s) 358–383, ISSN 1543-0375
Editor: Gallaudet University Press
DOI: 10.1353/aad.2021.0025

Getting up to SpEED: Special Education Embodied Design for sensorially equitable inclusion

Autores: Sofia Tancredi, Rachel S.Y. Chen, Christina Krause, Dor Abrahamson, Filippo Gomez Paloma
Publicado en: Education Sciences and Society - Open Access, Edición 12(1), 2021, Página(s) 114-136, ISSN 2284-015X
Editor: FrancoAngeli
DOI: 10.3280/ess1-2021oa11818

Breaking the Wall of Deaf Learners’ Mathematics Potential

Autores: Christina M. Krause
Publicado en: Breaking the Wall - 'Marie Skłodowska Curie Actions’ Lab’, 2020
Editor: Falling Walls Lab MSCA

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