Enhancing Communication and Participation within Mathematical Inquiry Communities through New Zealand Sign Language

Abstract

In this paper we unpack some possibilities around the importance of language within mathematical inquiry communities in mainstream settings. Recognising that multiple forms of discourse and language can be used as a resource for facilitating mathematical communication within collaborative group work experiences, we explore the impact of a schoolbased intervention that incorporates visual features of New Zealand Sign Language (NZSL). Drawing on the experiences of introducing a range of vocabulary within mathematics lessons across Years One to Four in a mainstream school, we demonstrate some of the ways sign-supported communication can be used by teachers and students as part of everyday communication in the mainstream mathematics classroom. Using data from surveys and interviews, the community of learners report many positives
regarding communication practices. These include increased access to communication by previously hesitant students, increased teacher awareness of students’ thinking, and generally a more productive and collaborative community of inquiry experience
within the classroom.