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A New Stepping-Stone on the Path to Mathematics Success for DHH Learners
American Annals of the Deaf
|November 1, 2021
Summary
This special issue highlights mathematics instruction for deaf and hard of hearing (DHH) learners. It emphasizes their capabilities, conceptual understanding, and the crucial role of language in math education.
Area of Science:
- Deaf Education
- Mathematics Education
Background:
- Mathematics is fundamental for all learners.
- Historical "stepping-stones" in deaf education mathematics are reviewed, tracing key events since 1990.
- This special issue provides context for five featured articles.
Purpose of the Study:
- To establish the importance of mathematics for deaf and hard of hearing (DHH) individuals.
- To provide a historical overview of advancements in mathematics instruction for DHH learners.
- To summarize key themes from articles in a special issue on this topic.
Main Methods:
- Review of historical developments in mathematics education for DHH learners.
- Synthesis of five featured articles from the American Annals of the Deaf.
- Identification of common themes across the articles.
Main Results:
- Deaf and hard of hearing (DHH) individuals are capable mathematics learners.
- Conceptual understanding is significant for learning mathematics.
- Language plays a critical role in mathematics instruction and learning for DHH students.
Conclusions:
- Further research is needed to address the diversity within the DHH learner population.
- Recognizing the heterogeneity of DHH learners is crucial for future studies.
- Continued focus on language and conceptual understanding is vital for effective mathematics instruction.
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