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Numerical Estimation in Deaf and Hearing Adults.

Rebecca Bull1, Marc Marschark, Patty Sapere

  • 1School of Psychology, University of Aberdeen.

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Deaf students show weaker math skills compared to hearing peers, with number-line estimation accuracy strongly linked to their mathematical reasoning abilities. This highlights estimation as a key area for improving math outcomes in deaf learners.

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Neuroscience

Background:

  • Deaf students often exhibit deficits in numerical and mathematical abilities compared to their hearing counterparts.
  • While estimation skills are recognized as foundational for mathematical abilities in hearing children, research on this in deaf adults is scarce.
  • Existing research primarily focuses on children, leaving a gap in understanding estimation skills in deaf adults.

Purpose of the Study:

  • To investigate the numerical and mathematical reasoning abilities of deaf and hearing college students.
  • To examine the role of number-line estimation skills as a potential foundation for mathematical abilities in deaf adults.
  • To compare estimation accuracy and mathematical performance between deaf and hearing student populations.

Main Methods:

  • Utilized the Number-to-Position task to assess estimation skills.
  • Administered standardized assessments for arithmetical and mathematical reasoning.
  • Compared performance metrics between groups of deaf and hearing college students.

Main Results:

  • Deaf students performed significantly worse than hearing students across all assessed measures, including number-line estimation accuracy.
  • A strong positive correlation was found between number-line estimation accuracy and math achievement scores in deaf students.
  • No significant relationship between estimation accuracy and math achievement was observed in the hearing student group.

Conclusions:

  • Deaf adults demonstrate significant challenges in mathematical abilities and estimation compared to hearing peers.
  • Number-line estimation accuracy appears to be a critical factor influencing mathematical achievement in deaf individuals.
  • Further research is recommended to explore diverse estimation tasks (symbolic, non-symbolic) and strategy quality in deaf populations to inform educational interventions.