By Charlotte Baker-Shenk, Dennis Cokely
Baker-Shenk C., Cokely D. American signal Language.. A pupil textual content, devices 10-18 (Gallaudet college Press, 1991)(ISBN 0930323874)(400dpi)(189s)
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Additional info for American sign language: a student text units 10-18
Third, there is movement. 3), come together through each part in turn, starting from the one with highest value, dropping down to the bottom of the chart and then moving horizontally until it ‘clicks’ into place and slides down the vertical dotted line (coloured red in the software). 3, the ‘30’ has already dropped into place (its journey is indicated by the arrows (which do not appear on the computer screen) and the ‘8’ is part way towards the red dotted line and will drop down ‘on top of’ the ‘30’ to make ‘38’.
Nine-ty, nine-ty one, nine-ty two, . . If this structure were completely regular (something that is true of many Asian languages), then instead of having to learn 99 individual names for the numbers from 1 to 99, only the nine digit names would need to be memorized, along with the suffix -ty. The structure allows a considerable saving of effort on behalf of a student – a reduction from 99 names to only 10. Of course, English is not this regular and there are plenty of exceptions. However, if the structure is presented first to students, then many numbers could be said correctly immediately and the exceptions (such as fif-ty rather than five-ty) can be gradually learnt.
16 DAVID PIMM AND SUE JOHNSTON-WILDER There is no space here to address the questions raised in this chapter to any extent (especially the key set of questions about the nature of mathematics and its relation to technology in the penultimate section). But to engage deeply with them seems significant in terms of coming to understand how we have reached the position we all currently find ourselves in. References Ainley, J. and Goldstein, R. (1988) Making Logo Work: A Guide for Teachers. Oxford: Basil Blackwell.