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 |
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