Charting the Cs: Cooperation, Communication and Collaboration.
Statewide Professional Development to Support the Workforce and Low Incidence Disability Areas.
Charting the Cs Conference 2024.
Unlocking Math Mystery: From Befuddled to Confident!
Chelsea Paulson, MA
Minnesota State Academy for the Deaf, DHH Outreach Specialist
Agenda 
The participants will come with resources from different entities of how to sign specific mathematical concepts in ASL and learn about student-centered resources for students using Math. This resource will be included within this workshop to bring to your workplace. 
How to make math equitable for Deaf/Hard of Hearing learners?
Exploring National Council of Teachers of Mathematics 
YouCubed - by Jo Boaler
Problem Solving activity 
NCTM - National Council of Teachers of Mathematics, 2014
This came from Common Core Standards for Mathematics - 8 teaching practices: 
Make sense of problems and persevere in solving them. 
Reason abstractly and quantitatively. 
Construct viable arguments and critique the reasoning of others. 
Model with mathematics. 
Use appropriate tools strategically. 
Attend to precision. 
Look for an make use of structure. 
Look for and express regularity in repeated reasoning. 
Connections with Mathematical Representations
Coming from procedural knowledge becoming conceptual knowledge. 
Procedural knowledge is the math facts fluency, memorizing the formula, and regurgitation for tests. 
Conceptual knowledge is the deep understanding of the content. 
page 25 NCTM
Timing for Math 
Curriculum Pacing Guide
Teachers who use pacing guide tend to feel rushed and as a result, they often omit rich and challenging problem-solving tasks that are essential for developing deeper mathematical understanding (David and Greene, 2007). [NTCM, 71]
Curriculum is Spiraled… 
Visuals - Frayer Model 
Can be used for 1:1 to deepen the conceptual understanding. 
Rule of Thumb: 
To break away from “thinking in English”
use examples, and nonexamples 
classifiers for characteristics
fingerspelling of term - and provide sign. 
Visuals - The Real Number System - ASL from Paul Glaser
natural numbers - real number systems - whole concept - ALL NUMBERS - (not "real real") whole numbers (0:22) (YouTube) 
integers - plus or negative 
rational - CL:1 like a bar graph - 4/1 
(with the image - WL - whole#) 
irrational - IR numbers. 
 Imaginary - "i" 
Math Rabbit Hole -  
What is normed for able-bodied people, can be normed for Deaf population given right tools. 
Math is no different. More resource are online for increased consistency in math terms in ASL. 
Conceptual knowledge comes first, then procedural knowledge cements the knowledge. 
Resource: Bedtime App 
Problem Solving Ideas
Resource: Described and Captioned Media Program
Bibliography – enjoy going down the rabbit holes! 
Exploring National Council of Teachers of Mathematics - https://www.nctm.org/PtA/ 
YouCubed - by Jo Boaler - https://www.youcubed.org/ 
Problem Solving - Growth Mindset - Angela Duckworth, “Without deliberate practice, you can only maintain your current abilities.”
Math ASL Dictionaries: 
https://signsci.terc.edu/index.html 
https://aslclear.org/categories/math/topics/basic_math/lectures/fractions (use on Firefox) 
Bibliography – enjoy going down the rabbit holes! More… 
Math ASL Dictionaries: Math Concepts in ASL - YouTube
- Atlanta Area School for the Deaf ASL Math Playlist
Frayer Model: 6-12_L.VAU_Frayer_Model.pdf (wi.gov)
Subtopic: Mathematics - from Described and Captioned Media Program 
XtraMath - Xtra Math online - ASLized! 
Daily Math - Bedtime Math 
Activity
Pair up - think of your DHH student, describe the student to your partner: How can you make your thinking accessible for your DHH student? 
Thank you!