Journal Article

The Math Gap: A Description of the Mathematics Performance of Preschool-aged Deaf/Hard-of-Hearing Children

Claudia M. Pagliaro and Karen L. Kritzer

in The Journal of Deaf Studies and Deaf Education

Volume 18, issue 2, pages 139-160
Published in print April 2013 | ISSN: 1081-4159
Published online January 2013 | e-ISSN: 1465-7325 | DOI: http://dx.doi.org/10.1093/deafed/ens070
The Math Gap: A Description of the Mathematics Performance of Preschool-aged Deaf/Hard-of-Hearing Children

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Over decades and across grade levels, deaf/hard-of-hearing (d/hh) student performance in mathematics has shown a gap in achievement. It is unclear, however, exactly when this gap begins to emerge and in what areas. This study describes preschool d/hh children’s knowledge of early mathematics concepts. Both standardized and nonstandardized measures were used to assess understanding in number, geometry, measurement, problem solving, and patterns, reasoning and algebra. Results present strong evidence that d/hh students’ difficulty in mathematics may begin prior to the start of formal schooling. Findings also show areas of strength (geometry) and weakness (problem solving and measurement) for these children. Evidence of poor foundational performance may relate to later academic achievement.

Journal Article.  10633 words. 

Subjects: Education ; Linguistics ; Teaching of Specific Groups and Special Educational Needs

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