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An intervention program for promoting deaf pupils' achievement in mathematics.
Terezinha Nunes1, Constanza Moreno
1Department of Psychology, Oxford Brookes University, Gipsy Lane, Oxford OX3 0BP, United Kingdom tnunes@brookes.ac.uk
Journal of Deaf Studies and Deaf Education
|September 29, 2004
Summary
This study shows an intervention program significantly improved math skills for deaf children by addressing learning and time-inference challenges. The program enhanced numeracy achievement in deaf pupils.
Area of Science:
- Education
- Psychology
- Special Education
Background:
- Deaf children face underachievement in mathematics due to limited incidental learning and difficulties with time-sequence inferences.
- Previous research identified these two key areas impacting numeracy skills in deaf learners.
Purpose of the Study:
- To evaluate the effectiveness of a targeted intervention program designed to enhance numeracy skills in deaf children.
- The program aimed to address specific challenges faced by deaf pupils in mathematics learning.
Main Methods:
- A comparative design was used, involving 23 deaf pupils in the intervention group and 65 in a baseline group from the previous year.
- The NFER-Nelson Age Appropriate Mathematics Achievement Test was administered pre- and post-intervention.
- Intervention was integrated into regular mathematics lessons by teachers.
Main Results:
- Project pupils showed no significant difference from the baseline group at pretest.
- At posttest, project pupils significantly outperformed the baseline group.
- Project pupils' posttest scores exceeded expected progress based on norms for hearing pupils.
Conclusions:
- The intervention program was effective in promoting mathematical achievement in deaf pupils.
- The findings suggest that addressing specific learning challenges can significantly improve numeracy outcomes for deaf children.