Show Summary Details

Page of

PRINTED FROM OXFORD HANDBOOKS ONLINE ( © Oxford University Press, 2018. All Rights Reserved. Under the terms of the licence agreement, an individual user may print out a PDF of a single chapter of a title in Oxford Handbooks Online for personal use (for details see Privacy Policy and Legal Notice).

date: 23 February 2020

Abstract and Keywords

In 1994, a group of professionals involved in mathematics education convened at Gallaudet University to discuss the state of mathematics education for deaf and hard-of-hearing (DHH) students. The result was the National Action Plan for Mathematics Education Reform for the Deaf (NAPMERD) (Dietz, 1995), which proposed recommendations for changes in curriculum, pedagogy, teacher preparation, assessment, and research. Since that time, however, student performance in mathematics computation and problem solving, as measured by standardized assessments, has not significantly improved (Allen, 1995; Broadbent & Daniele, 1982; Traxler, 2000). Deaf and hard-of-hearing students continue to perform well below grade level in mathematics, graduating on average with less than a sixth grade achievement level. In light of the NAPMERD report, this chapter provides an overview of research regarding the mathematics instruction and learning of DHH students over the past 25 years (encompassing the 11 years leading up to the NAPMERD report—and coinciding with the beginnings of the National Council of Teachers of Mathematics education reform movement—and the 14 years since). Specifically, this review summarizes what is known regarding the deaf learner’s understanding of mathematics and performance with related concepts and the mathematics instruction received by the deaf learner, as well as possible factors surrounding these topics. The chapter highlights gaps in the knowledge base pertaining to mathematics instruction and learning with this population and suggests areas for future research.

Keywords: achievement, deaf, education, hard of hearing, instruction, language, mathematics, number, performance, problem solving, teacher preparation, research

Access to the complete content on Oxford Handbooks Online requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription.

Please subscribe or login to access full text content.

If you have purchased a print title that contains an access token, please see the token for information about how to register your code.

For questions on access or troubleshooting, please check our FAQs, and if you can''t find the answer there, please contact us.