Abstract
Numerical estimation is one of the basic numerical skills associated with subsequent mathematical performance, however it has been poorly explored within deaf population. This is the first study that has analyzed this kind of performance through numerical estimation tasks, in order to define which model of representation is better adjusted with such performance. Participants were 52 deaf students from Cali-Colombia and Porto Alegre-Brazil, from 1st to 4th grade of elementary school, who performed a number estimation task on the number line. The results shown differences between Brazilian and Colombian students. The latter displayed a more stable performance and were more accurate in their estimates than the Brazilian ones, mainly in the 1st grade. In addition, Colombian students shown a stronger tendency to use linear type representations for the task. For Brazilian students, greater increase of the accuracies was identified in higher grades and a greater variety of representations was used according to the numerical context. It is proposed that the factors of the sign language of each country as well as the pedagogical aspects may be influencing these differences, however, more studies are necessaries to improve these conclusions.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
