摘要：This paper examines how hearing impaired students defined prism and used gestures in
the process of this defining. It was utilized fenomenology of qualitative research methods.
Opinions of two hard-hearing students’ were consulted. It was used the grounded theory tecniques
to analyze the data. Results indicated that the students used iconic, metaphoric and deictic gestures
and sign language engaging in mathematics, explained prism as an object which had base, surface
and height. It has been found that students have either missing or incorrect information about
prisms. Because of the students used the hand movements, it can be suggested that teachers should
use hand, arm and body movements in the process of embodying concepts in classroom practices
in the present study.
