University of Jabir bin Hayan
Question
Asked 16 November 2015
What is known about deaf children and mathematics learning?
Are there special learning processes or problems which are already described in the literature?
Most recent answer
The team in department of Education, University of Oxford wrote the following article" Improving logic in order to promote deaf children's mathematics learning "
Background
On average, deaf children are about three and a half years behind hearing children in mathematics achievement.
Many deaf children never make much progress in mathematics.
Very wide individual differences with about 15% performing at average or above average (but think that for hearing children this percentage would be 50%).
Traxler (2000): norming of the Standford Achievement Test for deaf children
80% of pupils at age 14 performed in Problem Solving at levels considered below basic or basic
90% performed in Procedures at the level below basic
More than half of the 9 year olds and 90% of the 15 year olds could not be given the test appropriate for their age level.
What could be the cause of this delay?
Non-verbal IQ results do not show significant differences between hearing and deaf children – so deaf children are not less intelligent.
Are deaf children inherently behind in number representation?
Or do they fall behind because of other factors?
Zafarty, Nunes, & Bryant (2004)
Deaf and hearing children aged 3 or 4 years
Number reproduction task in the absence of the model
Set sizes did not require counting (from 2 to 4)
Two conditions: sequential and simultaneous presentation
Two modes of presentation: by animation or with a person presented on the screen
Results
Number of bricks in the array did not affect performance
Mode of presentation (with or without puppet) did not affect performance
Deaf and hearing children did not differ in successive presentations
Deaf children performed significantly better than hearing children in simultaneous presentation.
Conclusion
Deaf children are not inherently behind in number representation.
They differ in how well they can process simultaneous and successive information and this affects their performance in number representation tasks.
But what happens when the set size requires counting?
What time is it?
Your most likely reaction is to look at your watch in order to answer.
Our knowledge of time is organised by a cultural tool - the watch - and the knowledge that is part of using a watch.
Much of our mathematical knowledge is organised by culturally developed systems of signs.
These systems of signs are taught in school.
But in order to use the cultural tools, we have to be able to use the logic embedded in them.
Learning and teaching mathematics involves helping children coordinate their understanding of the logic of quantities with the representation of quantities.
Mathematics teaching in English primary schools currently gives more attention to representational systems and how to use these systems.
It is necessary to pay more attention to the development of children's understanding of the logic of quantities and its coordination with the systems of representation.
The connection between logic and mathematics learning
For hearing children, logical understanding at the start of school is a good indicator of how well they will learn mathematics.
Logical understanding is NOT the same as general intelligence in the traditional sense measured by IQ tests because IQ tests involve many different things.
Logical-mathematical thinking develops from children’s reasoning in many situations in everyday life: stimulation is crucial.
Children who do not do well in assessments of their logico-mathematical reasoning are at risk for difficulties in learning mathematics.
Interventions that help them develop this logical understanding results in better mathematics learning.
For more plz read at following link
Regards
4 Recommendations
Popular answers (1)
University of Skikda
Teaching Mathematics to Deaf Children
From an early age, deaf children excel in thinking about and remembering what they learn through visual spatial instruction. This strength in information processing can be used in the mathematics classroom to achieve better learning outcomes.
This book discusses ways to teach deaf children about the four arithmetic operations through spatial representation in problem solving. Examples for the teaching of fractions and graphs are also included. These visual representations are useful to support the children's understanding of mathematical concepts and to promote peer collaboration.
The teaching programme was tested with deaf children in six schools with excellent results: the children in the project made significantly more progress in one school year than expected for either deaf and hearing children over the same time.
This work was made possible through the generous support of The Nuffield Foundation.
7 Recommendations
All Answers (4)
University of Manitoba
This is a good question.
Fortunately, deaf children can learn relationships visually. I have seen this happen with first grade children, who were taught arithmetic and algebra using cuisinart rods. See, for example, the relationships that are visualized with the rods, which are multiples of 1 cubic centimeter in the attached image.
For more about this, see
2 Recommendations
University of Skikda
Teaching Mathematics to Deaf Children
From an early age, deaf children excel in thinking about and remembering what they learn through visual spatial instruction. This strength in information processing can be used in the mathematics classroom to achieve better learning outcomes.
This book discusses ways to teach deaf children about the four arithmetic operations through spatial representation in problem solving. Examples for the teaching of fractions and graphs are also included. These visual representations are useful to support the children's understanding of mathematical concepts and to promote peer collaboration.
The teaching programme was tested with deaf children in six schools with excellent results: the children in the project made significantly more progress in one school year than expected for either deaf and hearing children over the same time.
This work was made possible through the generous support of The Nuffield Foundation.
7 Recommendations
University of Jabir bin Hayan
The team in department of Education, University of Oxford wrote the following article" Improving logic in order to promote deaf children's mathematics learning "
Background
On average, deaf children are about three and a half years behind hearing children in mathematics achievement.
Many deaf children never make much progress in mathematics.
Very wide individual differences with about 15% performing at average or above average (but think that for hearing children this percentage would be 50%).
Traxler (2000): norming of the Standford Achievement Test for deaf children
80% of pupils at age 14 performed in Problem Solving at levels considered below basic or basic
90% performed in Procedures at the level below basic
More than half of the 9 year olds and 90% of the 15 year olds could not be given the test appropriate for their age level.
What could be the cause of this delay?
Non-verbal IQ results do not show significant differences between hearing and deaf children – so deaf children are not less intelligent.
Are deaf children inherently behind in number representation?
Or do they fall behind because of other factors?
Zafarty, Nunes, & Bryant (2004)
Deaf and hearing children aged 3 or 4 years
Number reproduction task in the absence of the model
Set sizes did not require counting (from 2 to 4)
Two conditions: sequential and simultaneous presentation
Two modes of presentation: by animation or with a person presented on the screen
Results
Number of bricks in the array did not affect performance
Mode of presentation (with or without puppet) did not affect performance
Deaf and hearing children did not differ in successive presentations
Deaf children performed significantly better than hearing children in simultaneous presentation.
Conclusion
Deaf children are not inherently behind in number representation.
They differ in how well they can process simultaneous and successive information and this affects their performance in number representation tasks.
But what happens when the set size requires counting?
What time is it?
Your most likely reaction is to look at your watch in order to answer.
Our knowledge of time is organised by a cultural tool - the watch - and the knowledge that is part of using a watch.
Much of our mathematical knowledge is organised by culturally developed systems of signs.
These systems of signs are taught in school.
But in order to use the cultural tools, we have to be able to use the logic embedded in them.
Learning and teaching mathematics involves helping children coordinate their understanding of the logic of quantities with the representation of quantities.
Mathematics teaching in English primary schools currently gives more attention to representational systems and how to use these systems.
It is necessary to pay more attention to the development of children's understanding of the logic of quantities and its coordination with the systems of representation.
The connection between logic and mathematics learning
For hearing children, logical understanding at the start of school is a good indicator of how well they will learn mathematics.
Logical understanding is NOT the same as general intelligence in the traditional sense measured by IQ tests because IQ tests involve many different things.
Logical-mathematical thinking develops from children’s reasoning in many situations in everyday life: stimulation is crucial.
Children who do not do well in assessments of their logico-mathematical reasoning are at risk for difficulties in learning mathematics.
Interventions that help them develop this logical understanding results in better mathematics learning.
For more plz read at following link
Regards
4 Recommendations
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