- Short Contents
- About the Editors
- The Promises (?) of Deaf Education:: From Research to Practice and Back Again
- The History of Language and Communication Issues in Deaf Education
- Legal Advocacy for Deaf and Hard-of-Hearing Children in Education
- Preparing Teachers of Students Who Are Deaf or Hard of Hearing
- Effective Instruction for Deaf and Hard-of-Hearing Students:: Teaching Strategies, School Settings, and Student Characteristics
- Supporting Students in General Education Classrooms
- Current and Future Technologies in the Education of Deaf Students
- Evidence-based Curricula and Practices That Support Development of Reading Skills
- Will Cochlear Implants Close the Reading Achievement Gap for Deaf Students?
- The Demands of Writing and the Deaf Writer
- Mathematics Instruction and Learning of Deaf and Hard-of-Hearing Students:: What Do We Know? Where Do We Go?
- Deaf Children with Severe Multiple Disabilities:: Etiologies, Intervention, and Assessment
- Reflections on Identity
- Deaf Studies in the 21st Century:: “Deaf-gain” and the Future of Human Diversity
- Cochlear Implants:: Family and Young People’s Perspectives
- The Impact of Early Identification of Deafness on Hearing Parents
- How Does Speech Intelligibility Affect Self and Others’ Perceptions of Deaf and Hard-of-Hearing People?
- Emerging Sign Languages
- Early Language Acquisition and Adult Language Ability:: What Sign Language Reveals About the Critical Period for Language
- Communication Choices and Outcomes During the Early Years:: An Assessment and Evidence-based Approach
- Early Communication in Sign and Speech
- Language Acquisition and Critical Periods for Children Using Cochlear Implants
- Newborn Screening and Earlier Intervention with Deaf Children:: Issues for the Developing World
- Prelinguistic Vocalizations in Infants and Toddlers with Hearing Loss:: Identifying and Stimulating Auditory-guided Speech Development
- Children and Youth Who Are Hard of Hearing:: Hearing Accessibility, Acoustical Context, and Development
- Performance Outcomes for Adult Cochlear Implant Users
- Play and Theory of Mind:: Indicators and Engines of Early Cognitive Growth
- Learning Disabilities in Deaf and Hard-of-Hearing Children
- Executive Function, Cognitive Control, and Sequence Learning in Deaf Children with Cochlear Implants
- Working Memory, Deafness, and Sign Language
- Paradigm Shifts, Difficult Truths, and an Increasing Knowledge Base in Deaf Education
- Author Index
- Subject Index
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.
Claudia M. Pagliaro Department of Counseling, Educational Psychology & Special Education Michigan State University East Lansing, MI
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