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The Use of Key Word Sign to Support Early Mathematical Experiences. Strategies That Promote Inclusive Mathematics Education [Symposium]

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Title: The Use of Key Word Sign to Support Early Mathematical Experiences. Strategies That Promote Inclusive Mathematics Education [Symposium]
Language: English
Authors: Kate Quane, Belinda Trewartha, Lorraine Gaunt, Elaine Stigwood, Zoe Twose, Mathematics Education Research Group of Australasia (MERGA)
Source: Mathematics Education Research Group of Australasia. 2025.
Availability: Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Peer Reviewed: N
Page Count: 5
Publication Date: 2025
Document Type: Speeches/Meeting Papers
Reports - Descriptive
Education Level: Early Childhood Education
Preschool Education
Descriptors: Mathematics Education, Semiotics, Interpersonal Communication, Preschool Education, Preschool Children, Foreign Countries, Sign Language, Nonverbal Communication, Augmentative and Alternative Communication
Geographic Terms: Australia
Abstract: The use of semiotic resources in the teaching and learning of mathematics has a rich history in mathematics education. This paper explores how Key Word Signs can be used as a communication strategy, providing opportunities for children and teachers to communicate their mathematical ideas. We report on the initial phase of research, which involves identifying signs that are developmentally and conceptually appropriate for preschool-aged children. In doing so, we share our findings of 20 Key Word Signs that can be used in the teaching and learning of position and direction concepts.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED676469
Database: ERIC
FullText Text:
  Availability: 0
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PubType: Conference
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  Data: The Use of Key Word Sign to Support Early Mathematical Experiences. Strategies That Promote Inclusive Mathematics Education [Symposium]
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  Data: <searchLink fieldCode="AR" term="%22Kate+Quane%22">Kate Quane</searchLink><br /><searchLink fieldCode="AR" term="%22Belinda+Trewartha%22">Belinda Trewartha</searchLink><br /><searchLink fieldCode="AR" term="%22Lorraine+Gaunt%22">Lorraine Gaunt</searchLink><br /><searchLink fieldCode="AR" term="%22Elaine+Stigwood%22">Elaine Stigwood</searchLink><br /><searchLink fieldCode="AR" term="%22Zoe+Twose%22">Zoe Twose</searchLink><br /><searchLink fieldCode="AR" term="%22Mathematics+Education+Research+Group+of+Australasia+%28MERGA%29%22">Mathematics Education Research Group of Australasia (MERGA)</searchLink>
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  Data: Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
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  Data: The use of semiotic resources in the teaching and learning of mathematics has a rich history in mathematics education. This paper explores how Key Word Signs can be used as a communication strategy, providing opportunities for children and teachers to communicate their mathematical ideas. We report on the initial phase of research, which involves identifying signs that are developmentally and conceptually appropriate for preschool-aged children. In doing so, we share our findings of 20 Key Word Signs that can be used in the teaching and learning of position and direction concepts.
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      – Text: English
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      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Semiotics
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      – SubjectFull: Interpersonal Communication
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      – SubjectFull: Preschool Education
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      – SubjectFull: Preschool Children
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Sign Language
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      – SubjectFull: Nonverbal Communication
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      – SubjectFull: Augmentative and Alternative Communication
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      – SubjectFull: Australia
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      – TitleFull: The Use of Key Word Sign to Support Early Mathematical Experiences. Strategies That Promote Inclusive Mathematics Education [Symposium]
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              M: 01
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              Y: 2025
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