Uploaded January 2024 | Updated September 2026, 2 weeks ago
From "58-in-Mind: Multilingual Teaching Strategies for Diverse Deaf Students."
Edited by Debbie Golos, Marlon Kuntze, Kimberly Wolbers, and Chris Kurz.
Find out more at https://gupress.gallaudet.edu/58-in-Mind
Published by Gallaudet University Press.
***This video may not be repurposed or incorporated into other works in any way without the express written consent of the signer and the chapter authors.***
Signed by chapter co-authors Samantha Braidi and Brenda Call.
Samantha and Brenda are standing side by side, wearing black shirts against a black background.
Transcript:
Hello, I’m Samantha Braidi. I have been teaching high school mathematics at California School for the Deaf, Fremont, for 9 years and have given professional development workshops on teaching mathematics to Deaf children.
Brenda Call is the K-12 Mathematics Coach at California School for the Deaf, Fremont. She has taught mathematics in the middle school department for more than 20 years, with 14 of those years also as the lead math teacher.
Christopher Kurz has taught mathematics to Deaf and hearing students (through interpreters) at different school settings for almost 20 years. He is currently preparing math and science teacher candidates at RIT/NTID.
We are all Deaf and have strong, rich backgrounds in mathematics.
Our teaching experiences with Deaf students tell us that even before Deaf children arrive at school for formal education, they have a natural and innate curiosity about the mathematical world. However, many of them arrive at school not prepared to learn mathematics due to lack of language access at home. Language-rich environments allow opportunities for natural, structured and unstructured, consistent and sporadic activities. They will build on these experiences to develop mathematical knowledge, skills, and literacy. This chapter provides tips and strategies for teachers to incorporate multilingual and multimodal learning opportunities for their students to learn, communicate, and use mathematics.
We have four core recommendations for teaching mathematics to Deaf students using effective multilingual practices that address the Deaf-specific needs described previously.
• Infuse multiple representations and methods in instruction
• Optimize all languages (ASL, English, and additional languages) to learn mathematical concepts
• Collaborate with caregivers and family members
• Address mathematics in a diverse world
From "58-in-Mind: Multilingual Teaching Strategies for Diverse Deaf Students."
Edited by Debbie Golos, Marlon Kuntze, Kimberly Wolbers, and Chris Kurz.
Find out more at https://gupress.gallaudet.edu/58-in-Mind
Published by Gallaudet University Press.
***This video may not be repurposed or incorporated into other works in any way without the express written consent of the signer and the chapter authors.***
Signed by chapter co-authors Samantha Braidi and Brenda Call.
Samantha and Brenda are standing side by side, wearing black shirts against a black background.
Transcript:
Hello, I’m Samantha Braidi. I have been teaching high school mathematics at California School for the Deaf, Fremont, for 9 years and have given professional development workshops on teaching mathematics to Deaf children.
Brenda Call is the K-12 Mathematics Coach at California School for the Deaf, Fremont. She has taught mathematics in the middle school department for more than 20 years, with 14 of those years also as the lead math teacher.
Christopher Kurz has taught mathematics to Deaf and hearing students (through interpreters) at different school settings for almost 20 years. He is currently preparing math and science teacher candidates at RIT/NTID.
We are all Deaf and have strong, rich backgrounds in mathematics.
Our teaching experiences with Deaf students tell us that even before Deaf children arrive at school for formal education, they have a natural and innate curiosity about the mathematical world. However, many of them arrive at school not prepared to learn mathematics due to lack of language access at home. Language-rich environments allow opportunities for natural, structured and unstructured, consistent and sporadic activities. They will build on these experiences to develop mathematical knowledge, skills, and literacy. This chapter provides tips and strategies for teachers to incorporate multilingual and multimodal learning opportunities for their students to learn, communicate, and use mathematics.
We have four core recommendations for teaching mathematics to Deaf students using effective multilingual practices that address the Deaf-specific needs described previously.
• Infuse multiple representations and methods in instruction
• Optimize all languages (ASL, English, and additional languages) to learn mathematical concepts
• Collaborate with caregivers and family members
• Address mathematics in a diverse world
