Introduction: In this paper, we present how seventh-grade students become aware of rational numbers during mathematics instruction through the social process of objectification when comparing two magnitudes. Methods: Theoretical elements of the Theory of Objectification and the Onto-Semiotic Approach to Mathematical Instruction and Cognition guide…

On the surface, the number line may seem like a basic tool with obvious applications. However, using a number line is not always intuitive for students. Students may not recognize significant features such as the size of the unit, how units are represented by iterated equal lengths, or that the accumulation of iterated units is a magnitude of…

Research indicates that establishing a strong foundation in early mathematics is essential for later academic learning. Previous research with students who are deaf or hard of hearing (DHH) has shown varying differences in the performance and achievement when compared to typically hearing (TH) students. While the majority of research in this area…