Submission of an article implies that the work described has not been published previously except in Teaching mathematics to students with hearing loss requires special attention and care. Using materials in mathematics education is crucial in helping students concretize abstract concepts and relationships, create schemas related to the taught subject, understand the content, apply it, and develop mathematical thinking in a broader context. In mathematics classes for students with hearing loss, teachers often struggle to find ready-made materials suitable for the instructional content and the language, cognitive, and readiness levels of students with hearing loss. Teachers themselves need to prepare instructional materials for students with hearing loss. This study aims to identify and explain the types and characteristics of materials prepared and used by teachers in mathematics classes for 6th-grade students with hearing loss, and to highlight the contributions of these materials to the mathematics teaching process. Research data were collected through materials used in mathematics instruction, lesson plans and evaluations, the researcher's diary, and video recordings of lessons. The collected data were analyzed by using the content analysis method. As a result of the research, support and resources have been provided to teachers and instructional programs to create and use mathematics lesson materials suitable for students with hearing loss.