2021 Research in Undergraduate Mathematics Education Reports
2021
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Sign Language Variation and Iconicity in Undergraduate Mathematics
Page: 300
Two American Sign Language interpreters and two Deaf instructors were asked to sign various undergraduate mathematical terms and definitions. Various types of iconicity were identified in the signs and each term had more than one sign demonstrated for it. The participant’s preference and choice for signs reflected their mathematical beliefs and prior experience. While the motivation for all participants was to accurately translate the meaning of the mathematical concepts, not all participants shared the same type of preference for sign type. One out of the four participants preferred to use signs that represent the notation used for the concept, while the other three participants preferred to use signs that showed some conceptual meaning.