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Grounded theory techniques were applied to analyze consultations with two hard-hearing students. Findings show the students used iconic, metaphoric, deictic and ideographic gestures and sign language to engage in mathematics and explain prism as an object with base, surface, and height.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-role-of-gestures-in-mathematical-discourse-of-hard-hearing-students-prism-example/588775/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-role-of-gestures-in-mathematical-discourse-of-hard-hearing-students-prism-example/588775.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the paper investigate about hard-hearing students and prism?","Question",{"text":112,"@type":113},"It investigates how hard-hearing students defined prism and what gestures they used while doing so to construct mathematical meaning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research approach and analysis methods are used?",{"text":117,"@type":113},"The study uses qualitative research methods and grounded theory techniques to analyze the data from the opinions of two hard-hearing students.",{"name":119,"@type":110,"acceptedAnswer":120},"Which types of gestures and language resources did the students use?",{"text":121,"@type":113},"The students used iconic, metaphoric, deictic, and ideographic gestures along with sign language while explaining prism.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588775,1792065910,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":36,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","THE ROLE OF GESTURES IN MATHEMATICAL DISCOURSE OF HARD-HEARING STUDENTS: PRISM  \nEXAMPLE  \nNejla Gürefe  \nAbstract: This paper examines how hearing impaired students defined prism and used gestures in the process of this defining. It was utilized fenomenology of qualitative research methods.  \nOpinions of two hard-hearing students’ were consulted. It was used the grounded theory tecniquesto analyze the data. Results indicated that the students used iconic, metaphoric, deictic and ideographic gestures and sign language, besides the gesture, engaging in mathematics, explained prism as an object which had base, surface and height. It has been found that students have either missing or incorrect information about prisms. Because of the students used the hand movements, it can be suggested that teachers should use hand, arm and body movements in the process of embodying concepts in classroom practices in the present study.  \nKey words: geomerty; prism; hard-hearing students  \n1. Introduction  \nGeometry, in mathematics, facilitates the understanding of shapes and underlying features and life (Goos & Spencer, 2003) by providing individuals reasoning and problem solving ability in perceiving spatial and physical situations (Battista, 2007) . Therefore, geometry is not only a learning space, but also an important tool in recognizing and understanding the physical environment we live in (NCTM, 2000) . Most subjects in geometry contain abstract concepts, especially geometrical objects require more complex thinking by using the imagination of students (Yıldız, 2009) . Turgut (2007) stated that spatial capability is necessary to move or reconstruct in mind objects and components in threedimensional space. NCTM (2000) also explains about the necessity of spatial ability to understand, explain and evaluate geometric world, and states that children's reasoning and visualization skills related to spatial relationships are important components of geometry. So, the existence of spatial ability to understand, describe, and deal with geometric objects in their minds is indisputable. The ability to transform two- and three-dimensional geometric forms as a whole in the mind and to recognize them in various positions (Olkun and Altun, 2003) actualizes thanks to spatial skill. Therefore, it is possible to say that students use their spatial ability in defining three-dimensional objects.  \nThere are individuals in society who need special education with developmental characteristics and significant differences from their peers, one of whom is hearing impaired. These children also need to learn mathematics in order to be able to live active, successful and independent in society. Most studies have shown that hearing impaired individuals fails in mathematics, but some studies proved that hearing impaired students have an advantage in visual ability (Hall and Bavelier, 2010; Rettenbach, Diller, and Sireteanu, 1999) . Marschark and Hauser (2012) also stated that visual spatial skills of hearing impaired students are generally better than hearing students. Therefore, it was wondered the knowledge that the hearing-impaired students have about geometric objects, including spatial skills.  \nIn recent years, researchers has needed to consider the role of gestures which are movements of the hands and body when engaged in a mathematical activity, such as speaking, thinking, learning or solving problems not only in communication but also in shaping and construction of mathematical  \nmeanings and concepts (Arzarello, Paola, Robutti, & Sabena, 2009) . Many recent studies have documented that the gestures have played a important role in cognition and they have emphasized that gesture are not mere vehicles of thought but active and genuine constituents of thought (McNeill, 2005). Also, McNeill (1992) argues that gestures reflect mental images. The current paper has focused how the gestures are used to help construct and communicate mathematical understandings by the h","cbCaiaR87ug4z3nM","https://ap.wps.com/l/cbCaiaR87ug4z3nM","pdf",1020706,16,"English","# 1. Introduction\n## 1.1. Gestures and Sign Language","[{\"question\":\"What does the paper investigate about hard-hearing students and prism?\",\"answer\":\"It investigates how hard-hearing students defined prism and what gestures they used while doing so to construct mathematical meaning.\"},{\"question\":\"What research approach and analysis methods are used?\",\"answer\":\"The study uses qualitative research methods and grounded theory techniques to analyze the data from the opinions of two hard-hearing students.\"},{\"question\":\"Which types of gestures and language resources did the students use?\",\"answer\":\"The students used iconic, metaphoric, deictic, and ideographic gestures along with sign language while explaining prism.\"}]","THE ROLE OF GESTURES IN MATHEMATICAL DISCOURSE OF HARD-HEARING STUDENTS - PRISM EXAMPLE | PDF"]