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Development of an Audio-based Virtual Gaming Environment to Assist with Navigation Skills in the Blind
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Visual spatial representation in mathematical problem solving by deaf and hearing students.

Gary Blatto-Vallee1, Ronald R Kelly, Martha G Gaustad

  • 1Department of Science and Mathematics, National Technical Institute for the Deaf, Rochester Institute of Technology, Rochester, NY 14623-5604, USA. gcvntm@rit.edu

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Hearing students outperform deaf students in math problem-solving, with schematic visual-spatial representations being key. Deaf students benefit more from schematic strategies, while pictorial ones hinder their math performance.

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Neuroscience

Background:

  • Spatial skills are strongly linked to mathematical performance.
  • Research differentiates between schematic (spatial relations) and pictorial (visual appearance) representations.
  • Understanding these differences is crucial for diverse learners.

Purpose of the Study:

  • To investigate visual-spatial representation use in math problem-solving by deaf and hearing students.
  • To compare mathematical performance across educational levels for both groups.
  • To analyze the predictive relationship between representation types and problem-solving success.

Main Methods:

  • A study involving 305 deaf and hearing students (middle school to college).
  • Analysis of visual-spatial schematic versus pictorial representations during mathematical problem-solving.
  • Comparison of performance and spatial abilities between deaf and hearing participants.

Main Results:

  • Hearing students consistently outperformed deaf students in math problem-solving.
  • Deaf students' performance remained stagnant from middle school to associate degree level.
  • Schematic representations positively predicted math performance for deaf students, while pictorial representations had a negative impact.

Conclusions:

  • Visual-spatial representation strategies significantly impact mathematical problem-solving abilities in deaf and hearing students.
  • Targeted use of schematic representations can enhance mathematical performance for deaf learners.
  • Educational interventions should consider the distinct ways deaf and hearing students utilize visual-spatial information in mathematics.