Counting Differently: Assessing Mathematics Achievement of Signing Deaf and Hard of Hearing Children Through a Unique Lens

Henner, Jon; Pagliaro, Claudia M.; Sullivan, SaraBeth; Hoffmeister, Robert

doi:10.1353/aad.2021.0023

Cited by 16 publications

(15 citation statements)

References 54 publications

(67 reference statements)

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“…Though, it is believed that language deprivation as characteristic of deaf learner may significantly challenge to mathematics abilities and achievement of deaf learners. Evidence in the last two decades have shown that deaf learners are between 2 and 4 years lagging behind their hearing peer in language acquisition and skills (Barbosa, 2013; Henner et al, 2021; Swanwick et al, 2005; Traxler, 2000; Tuller & Delage, 2014). Although, language potential of the deaf learner and their non‐deaf peer differs significantly when compared but even among the deaf learners, language abilities and richness in vocabulary content varies between those who are prelingually deaf and postlingually deaf (Adigun & Nzima, 2021; Ogundiran & Olaosun, 2013).…”

Section: Background To the Studymentioning

confidence: 99%

The effects of rational emotive behavioural and relaxation therapies on mathematics anxiety among deaf learners

Adigun,

Kent,

Khanare

et al. 2023

Research in Spec Educ Needs

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There is yet a concerted effort directed to ameliorate mathematics anxiety (MA) among deaf learners especially in Nigeria. Hence, this study examined the effects of rational emotive behavioural and relaxation therapies on MA among deaf learners. The study adopted the quantitative quasi‐experimental research design. A purposive sampling method was adopted to select three schools for the deaf in Oyo state. A random sampling procedure was employed to select 60 deaf learners who were assigned to two experimental groups and the control group. The Mathematics Anxiety Scale was used to screen participants, while a Mathematics Achievement Test was used for data collection. Data gathered were analysed using analysis of covariance and a descriptive chart. Findings revealed the efficacy of the two therapeutic interventions on the reduction of MA among the participants. The estimated mean difference between the treatments (rational emotive behavioural therapy = 5.537; relaxation therapy = 3.867) and control groups (1.670) showed higher potency of rational emotive behavioural therapy for reduction in MA among deaf learners than relaxation therapy. Based on the findings, it is important that mathematics teaching environment should be rich with tangible instructional materials that speak specifically to the emotion and cognitions of deaf learners.

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Section: Background To the Studymentioning

confidence: 99%

The effects of rational emotive behavioural and relaxation therapies on mathematics anxiety among deaf learners

Adigun,

Kent,

Khanare

et al. 2023

Research in Spec Educ Needs

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Section: Introductionmentioning

confidence: 99%

“…Yet, it is important to consider that many studies investigated deaf native sign language users and their understanding of number concepts. Even though it is not entirely clear how children who are DHH with hearing parents use sign language, or how children who are DHH use spoken language perform, it was found that better sign language skills of students who are DHH tend to result in better mathematical performance (e.g., Henner et al, 2021 ). Taken together, the results on the mathematics performance of preschoolers are diverse, indicating that it is not quite easy to say where the mathematical difficulties of students who are DHH originate, yet certain delays appear to be present even before the school age.…”

Section: Introductionmentioning

confidence: 99%

Small number enumeration processes of deaf or hard-of-hearing students: A study using eye tracking and artificial intelligence

et al. 2022

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Students who are deaf or hard-of-hearing (DHH) often show significant difficulties in learning mathematics. Previous studies have reported that students who are DHH lag several years behind in their mathematical development compared to hearing students. As possible reasons, limited learning opportunities due to a lesser incidental exposure to numerical ideas, delays in language and speech development, and further idiosyncratic difficulties of students who are DHH are discussed; however, early mathematical skills and their role in mathematical difficulties of students who are DHH are not explored sufficiently. In this study, we investigate whether students who are DHH differ from hearing students in their ability to enumerate small sets (1–9)—an ability that is associated with mathematical difficulties and their emergence. Based on a study with N = 63 who are DHH and N = 164 hearing students from third to fifth grade attempting 36 tasks, we used eye tracking, the recording of students' eye movements, to qualitatively investigate student enumeration processes. To reduce the effort of qualitative analysis of around 8,000 student enumeration processes (227 students x 36 tasks), we used Artificial Intelligence, in particular, a clustering algorithm, to identify student enumeration processes from the heatmaps of student gaze distributions. Based on the clustering, we found that gaze distributions of students who are DHH and students with normal hearing differed significantly on a group level, indicating differences in enumeration processes, with students who are DHH using advantageous processes (e.g., enumeration “at a glance”) more often than hearing students. The results indicate that students who are DHH do not lag behind in small number enumeration as compared to hearing students but, rather, appear to perform better than their hearing peers in small number enumeration processes, as well as when conceptual knowledge about the part-whole relationship is involved. Our study suggests that the mathematical difficulties of students who are DHH are not related to difficulties in the small number enumeration, which offers interesting perspectives for further research.

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“…Proficiency in sign language positively correlates with mathematical achievement in deaf children ( Henner, Pagliaro, Sullivan, & Hoffmeister, 2021 ; Hrastinski & Wilbur, 2016 ). Moreover, a positive impact of bimodal bilingual education on school performance has been demonstrated for deaf children with various language backgrounds: in mathematics specifically ( Lange et al, 2013 ) and in other aspects such as reading and spoken language proficiency ( Henner et al, 2015 ; Hermans et al, 2008 .…”

Section: Introductionmentioning

confidence: 99%

“…Moreover, a positive impact of bimodal bilingual education on school performance has been demonstrated for deaf children with various language backgrounds: in mathematics specifically ( Lange et al, 2013 ) and in other aspects such as reading and spoken language proficiency ( Henner et al, 2015 ; Hermans et al, 2008 . Deaf children from deaf families who have access to sign language at home show an advantage in standardized mathematic assessments, scoring on par or even better than their hearing peers ( Henner, Pagliaro, Sullivan, & Hoffmeister, i2021 ).…”

Section: Introductionmentioning

confidence: 99%

Number Stroop Effects in Arabic Digits and ASL Number Signs: The Impact of Age and Setting of Language Acquisition

Semushina

Mayberry

2022

Language Learning and Development

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Multiple studies have reported mathematics underachievement for students who are deaf, but the onset, scope, and causes of this phenomenon remain understudied. Early language deprivation might be one factor influencing the acquisition of numbers. In this study, we investigated a basic and fundamental mathematical skill, automatic magnitude processing, in two formats (Arabic digits and American Sign Language number signs) and the influence of age of first language exposure on both formats by using two versions of the Number Stroop Test. We compared the performance of individuals born deaf who experienced early language deprivation to that of individuals born deaf who experienced sign language in early life and hearing second language learners of ASL. In both formats of magnitude representation, late first language learners demonstrated overall slower reaction times. They were also less accurate on incongruent trials but performed no differently from early signers and second language learners on other trials. When magnitude was represented by Arabic digits, late first language learners exhibited robust Number Stroop Effects, suggesting automatic magnitude processing, but they also demonstrated a large speed difference between size and number judgments not observed in the other groups. In a task with ASL number signs, the Number Stroop Effect was not found in any group, suggesting that magnitude representation might be format-specific, in line with the results from several other languages. Late first language learners also demonstrate unusual patterns of slower reaction time for neutral rather than incongruent stimuli. Together, the results show that early language deprivation affects the ability to automatically judge quantities expressed both linguistically and by Arabic digits, but that it can be acquired later in life when language is available. Contrary to previous studies that find differences in speed of number processing between deaf and hearing participants, we find that when language is acquired early in life, deaf signers perform identically to hearing participants.

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Counting Differently: Assessing Mathematics Achievement of Signing Deaf and Hard of Hearing Children Through a Unique Lens

Cited by 16 publications

References 54 publications

The effects of rational emotive behavioural and relaxation therapies on mathematics anxiety among deaf learners

The effects of rational emotive behavioural and relaxation therapies on mathematics anxiety among deaf learners

Small number enumeration processes of deaf or hard-of-hearing students: A study using eye tracking and artificial intelligence

Number Stroop Effects in Arabic Digits and ASL Number Signs: The Impact of Age and Setting of Language Acquisition

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