ERIC Number: EJ1423201
Record Type: Journal
Publication Date: 2024
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1464-3154
EISSN: EISSN-1557-069X
Early Mathematical Performance of Deaf and Hard of Hearing Toddlers in Family-Centred Early Intervention Programmes
Loes Wauters; Claudia M. Pagliaro; Karen L. Kritzer; Evelien Dirks
Deafness & Education International, v26 n2 p190-207 2024
Research indicates that establishing a strong foundation in early mathematics is essential for later academic learning. Previous research with students who are deaf or hard of hearing (DHH) has shown varying differences in the performance and achievement when compared to typically hearing (TH) students. While the majority of research in this area has been conducted in the United States, studies in other countries suggest that these differences may be global. The present study investigated the early mathematics abilities of 3-year-old DHH children enrolled in family-centred early intervention in the Netherlands. Fifty-three DHH and TH children were given an adapted version of the Early Mathematics Performance Diagnostic. Results showed that on average, the DHH and the TH children performed similarly on all domains, except for Measurement. Likewise, both groups showed similar mathematical knowledge in most early mathematics tasks measuring sub-concepts such as counting objects, shape matching, or measuring weight. Differences were identified in some basic tasks measuring the sub-concepts (e.g. rote counting, measuring time, solving puzzles), however, not on the more advanced tasks measuring these same sub-concepts. These findings are important for parents, teachers, and early interventionists.
Descriptors: Deafness, Toddlers, Hearing Impairments, Foreign Countries, Early Intervention, Family Involvement, Mathematics Achievement, Mathematical Aptitude, Mathematics Skills, Measurement, Hearing (Physiology), Child Care Centers, Geometric Concepts, Number Concepts, Mathematical Concepts, Parents
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Netherlands
IES Funded: Yes
Grant or Contract Numbers: R324A090145