Challenges and Interventions in Mathematics Learning for Deaf Children

Introduction

The deaf children show limited residual hearing to no residual hearing that affects their learning process and ability compared to children with normal hearing. This is because for the deaf children with no residual hearing, spoken language is considered to be useless even with use of different technology to make them learn regarding any subjects compared to deaf children with limited residual hearing or normal children (Humphries et al., 2016). The learning of mathematics is important for children as it helps them in improving their numeric ability which is required in every sphere of life with growing age (Chen, 2021). However, due to different difficulties, it is seen that learning mathematics has become a problem for deaf children. Thus, in this assignment, the difficulties faced with learning mathematics by deaf children are to be critically discussed. Thereafter, the supporting intervention required for enhanced learning of mathematics for deaf children is to be explained. The way balance between target support and independence in deaf children for mathematics is to be achieved is also to be explained.

Difficulties faced by Deaf children

In mathematics, deaf children are seen to be most proficient with counting due to definitive presence of concepts regarding the way to count which is simplest way in math. However, the inclusion of greater complexity in mathematics like addition, subtraction and others of higher nature and increased number lead the deaf children to face difficulty is performing with ease (Ariapooran, 2017). It is evident from the study of Nunes (2020) where it is mentioned that mathematics achievement tests in deaf children reported showing one standard deviation below the average compared to the children with normal hearing. This indicates that 50% of deaf children perform in a weaker manner in mathematics compared to 15% of normal children. The difficulties faced by deaf children that leads them to show lower performance with mathematics are as follows:

Language difficulty: Mathematics is number-based subject, but the children require to learn and understand regarding the subject through detailed explanatory language. In case of deaf children, the ability to understand verbal language by listening or determining the meaning of complex language-based problem is difficult as they lack hearing due to which they process language or words in different way than normal children (Santos and Cordes, 2021). In order to support the education of concept regarding integers and fractions in mathematics, the educators required to use language in explaining the facts which the deaf children due to their hindered language understanding ability is unable to perceive and work on to learn the facts. This creates difficulty for them in learning complex mathematical problems and way to resolve them compared to normal children (Techaraungrong et al., 2017). It is evident from the study of Govindan and Ramaa (2014) where it is mentioned that 64% of the partially deaf children expressed knolwdege regarding reading and writing integers whereas 36% of deaf children were unable to achieve it. Moreover, 40% of the deaf children expressed mastery of achieving to write up to 3-digit number whereas 60% of the children failed to do so and they were mainly of 11-13 years of age receiving special needs education for being deaf. The study also informed that deaf children with no residual hearing performed poorer in integer related problems compared to partially deaf children. The fact is supported by the study of Hassan and Mohamed (2019) where it is mentioned that deaf children do lag behind the hearing normal children in fractions, integers and other complex athematic achievement tests. However, the study did not highlight language learning incapability as the only issue which creates difficulty among deaf children for learning mathematics as mentioned by the study of Govindan and Ramaa (2014).

Lack of effectively trained ToD (Teacher of Deaf): The deaf children shows lack of communication skill due to which they fail to explain the problem faced in solving mathematics. This leads them unable to access an effective solution which creates barrier to their effective performance. Moreover, poorly skilled ToD fail to determine the way the deaf children are to be encouraged with strategically using sign language to explain the problem they are facing with mathematics. This results the deaf children avoid facing word problems and complex arithmetic (Shelton and Parlin, 2016). The fact is supported by the study of Flórez-Aristizábal et al. (2019), where it is mentioned that deaf children show poor literacy and arithmetic skills due to hindered support from the educators who are less skilled in encouraging the children to actively engage in studies to resolve their raised problem and learn effectively regarding different subjects.

Experiential Shortage and hindered Curriculum: The deaf children are seen to lag behind their normal peers to develop mathematics and problem-solving skills because they show less ability to adopt new information within limited time. This is because deaf children process everyday noises, language and conversations in different way compared to the normal children which create gaps in their ability to easily learn new mathematic concepts (Nagle et al., 2016). It is argued by Kurz and Pagliaro (2019) that teachers in inclusive education often hypothesise that deaf children are capable of lip-reading due to which they focus more on verbal explanation of mathematical problems compared to the use of sign language. However, it is to be ensured that only 30-40% of the spoken words are able to be lip-read by deaf studies and they require support of signs to learn regarding explained words. However, it is criticised by Chen and Wang (2020) that hindered curriculum set for the deaf children for learning subjects creates difficulty for them to get educated regarding mathematics and other subjects. This is because often instead of providing written content to the deaf children, explanations are provided through sign languages which becomes difficulty for them to effectively relate to resolve the raised problem that otherwise would have resolved with the presence of digital copy of the facts.

Cognitive difficulty: The added children are seen top have lower cognitive and memorisation ability compared to the normal children. This leads them to face difficulty in mathematics as increased cognition and memorisation skill is required by the studies to remember formulas along with mathematic tricks and techniques in resolving raised athematic problems (Marcelino et al., 2019). The fact is supported by the study of Leton (2019) where it is mentioned deaf children show lower dominant general cognitive ability compared to normal children. It is argued by Marshall et al. (2015), deaf children show hindered working memory compared to normal children because they are unable to gather rich language experience from birth which results them failing to acquire enhanced cognitive thinking to process thoughts regarding any subjects to show enhanced performance similar to the normal children (Leton, 2019).

Supporting access for Mathematic learning to Deaf children

In supporting mathematics learning to deaf children, the teachers required to develop enhanced steps in making the lessons easier to be understood by the children. Thus, the following strategies are to be followed:

Teacher Modelling sample problem solving: In the study by Deocampo et al. (2018), it is mentioned that teachers are to model analysis and solution of a sample word mathematical problem for the deaf students. The sample is to include detailed analysis and steps of the problem that are similar to be used in solving additional arithmetic provided in the class. This is because the sample solved problem would act as valuable example for the deaf children to follow and understand the procedural model to be used in solving the other problems. It would act to enhance the cognitive ability of the deaf children which are mentioned to be lower in solving the mathematics problems as the example would promote thinking in them regarding the actions to be followed and make them easily remember the process in solving similar mathematics (Tanridiler et al., 2015). The strategy mentioned are effective to support enhanced mathematical performance of the deaf children is evident as it influenced 6 deaf children in the experimental group in the study to show hindered performance in solving mathematics compared to 1 child in the control group (Mousley and Kelly, 1998; Knoors and Marschark, 2014). However, no other studies are present that ensure if exemplars solution are effective in mathematics for the deaf children to develop enhanced ability to solve problem in maths. Thus, the extent of usefulness of the mentioned support is disputed for mathematic assistance among deaf children.

Visual representation of actions: The deaf children are mentioned to have visual-spatial advantage related to their hearing partners, but most of the visualisation are linked towards the use of sign language to indicate facts to the deaf children (Nunes, 2018). Thus, the study by Healy et al. (2016) mentioned that visual cues are to be used for deaf children in explaining them process and concepts regarding mathematics to help them develop enhanced ability to solve the problems. This is because visual cues help the deaf children watch the information regarding the mathematics problems mentioned by the teacher or interpreter to effectively analyse them to present their response. In the study by Juandi (2020), deaf children are allowed to solve a mathematical problem regarding fractions through visual representation approach in which objects are used to indicate the fractions mentioned in the problem. The deaf children are seen to show enhanced engagement and efficiency in resolving the fraction-related problem indicating visual cues assist deaf to learn mathematics.

Similarly, the study by Arnidha (2019) mentioned that use of visual representation in mathematics in their study lead 4 out if 5 deaf students to resolve mathematics problem with enhanced creative thinking. However, one of the students among them was unable to understand the intricacies of the mathematics problem even with use of visual cues. The fact is evident as the study by Marschark et al. (2017) argued that deaf children are not better visual learners than their hearing partners. The deaf children use visual orientation that are associated with sign language skills and does not rely on perceiving information on visual nature. Thus, the support of only visual cues would not be useful in assisting deaf children to learn mathematics without hindrance but require setting the visuals in such a way so that they are related with the sign language to be used in explaining the maths problem to the children to be understood and later resolve it.

Use of technology to explain mathematics problem: The use of technology is mentioned to be effective support in making children learn regarding the mathematics in an easier way with less barriers to be faced in solving problems. It is evident from the study by Shelton and Parlin (2016) where the GeePerS Maths project was developed that included mobile gaming to teach arithmetic to deaf children. The outcome of the intervention of using the mobile gaming application for deaf children was that most of them mentioned they liked the mathematics problem explained through the game, there was effective use of sign language in explaining the process to learn maths and the game was not hard to let them use it to understand different mathematical problem. The teachers reported that the use of the game was effective to lead the deaf children learn enhanced compass skills for different situation, has enhanced vocabulary understand regarding maths and shows improved problem-solving skills.

Similarly, the study by Abiatal and Howard (2019) aimed to determine the impact of constructivist assistance technology such as GeePeerS Maths, Adaptative Mind Maths, Reken Test, Mathblaster and Geometer’s Sketchpad and others for teaching mathematics to deaf children in the classroom. The teachers inform that it helps them in creating enhanced learning environment for the deaf where they acted as facilitators and guides for the deaf children to understand way to execute maths rather than acting as instructors. Moreover, the applications help in creating a learner-centred environment where deaf children are seen to be cooperating and collaborating in learning and resolving mathematics problems with ease.

The usefulness of technology in supporting enhanced mathematics learning among the deaf children is also proved through the study of Parvez et al. (2019). The study mentioned that they experimented to used mobile interface application to support learning of maths to the children at the elementary level. For this purpose,192 children of 5-10 years who are deaf are included. The results developed mentioned that children in the experimental group who are assisted with technology in resolving maths compared to the control group were12% more proficient in resolving maths quizzes. Moreover, the use of the technology leads children in the experimental group to take 20 minutes less than the control group to resolve the mathematics quiz been provided to them to be resolved (Parvez et al., 2019). Thus, it can be determined that involving multimedia and technology in classroom for the deaf children can assist them as well as the educators to create enhanced learning environment without difficulty for mathematics.

Different modes of representation for concepts: The National Deaf Children’s Society (NDCS) mentions the use of everyday objects, environment and others to be used in helping deaf children effectively learn maths without difficulty. The NDCS informs that to support deaf children to learn maths with ease they are to be involved in scrabbles and chess and other similar games. This is because it enhances their critical and analytical ability needed to resolve real mathematics problems (ndcs.org.uk, 2021). The use of changes in small jars, multiplication tables on the bags, informing about sales and others in everyday life is to be explained to the deaf children through sign languages to make them understand and remember the basic concepts of mathematics (ndcs.org.uk, 2021). The NDCS mentions to support deaf children learn new mathematics skills, they are to be influenced and supported to avoid distraction, enhance their cognitive ability and working memory through physical games and use of everyday objects (ndcs.org.uk, 2021). The use of gestural, verbal, manipulatives, symbolic and pictorial concepts are to be used in holistically supporting deaf children to effectively learn mathematics without difficulty (ndcs.org.uk, 2021).

Pre-teaching mathematics vocabulary: The deaf children are to be educated on concepts and formulas related to arithmetic previous to providing actual problems to resolve in mathematics. This is because deaf children are seen to process words and learn them with time and not incidentally like normal children (Wang and Andrews, 2017). Therefore, pre-teaching of specific vocabulary of mathematics would provide time for the deaf children to adapt the information and understand them while resolving the related mathematics problem.

Time assistance: All the deaf children are seen not to develop efficiency in understanding facts regarding mathematics at the same pace. Therefore, to support their enhanced learning for the maths, the children are to be provided time to gradually understanding the concepts and work on them to executing and resolve mathematical problems (ndcs.org.uk, 2021).

Instructional and Environmental support: In order to support deaf children to effectively learn mathematics, it is to be ensured that an interactive learning environment is developed where not only vocabular for labelling mathematics objects are to be present but also a language model is to be created that helps in expressing the concepts and ideas regarding maths to the children by using different modes of communication (Ray, 2015). In contrast, the study by Abiatal and Howard (2019) mentions that to support enhanced mathematics learning in deaf children, the parents are to be included as partners who would maintain on-going interaction between teachers and home so that the concepts and ideas regarding maths are reinforced and reflected through different possible situation to the deaf children to be easily understood. The study by Antunes and Rodrigues (2021) explains that word-related problem in mathematics for deaf children are to be informed through drawing and pictures to help them process the facts and develop concrete ideas to resolve the problem. The deaf children to be supported to effectively learn maths are to be encouraged by the teachers to make deeper level thoughts and questioning regarding the problem for effectively processing the information and resolve the problem.

Balancing between target support and independence development

The balance between target support and independence development in the field of mathematics is to be created for the deaf children make them feel empowered and able to get educated regarding the subject in the long process on their own. For this purpose, instructions mentioned in the Expanded Core Curriculum (ECC) is to be followed (educateiowa.gov, 2019). The ECC informs that deaf children to be independent are to know the level of hearing impairment they have, and the way implications devices and cochlear implants are to be used different situation to enhance their auditory ability. Moreover, to support and make them independent the deaf children are to be informed regarding the way they are to act to improve their auditory and visual information (educateiowa.gov, 2019). It is effective in balancing support and independence of deaf children to learn regarding mathematics. This is because enhanced auditory control along with improved management of visual and auditor signals would help them in overcoming issues with understanding mathematical language that used to lead them in hindered learning and resolving of complex mathematic problems.

According to ECC, the deaf children to be made independent and supported with balance are to be provided information of the career opportunities with the education they are selecting. The instructions are required to include academic information of the subject, daily living needs, required vocational experience and others. It also informs that to make deaf children independent to work on any subjects they are to be informed of the educational services and adult assistance they are able to be used in the long-term to overcome barrier in studies (educateiowa.gov, 2019). Thus, to make deaf students be independent in processing maths are to be informed in detail of the resources required by them to build a career in the subjects and the services along with adults’ assistance they are able to use to reach the career goal regarding maths. As argued by van der Straaten et al. (2021), lack of information of the way to achieve a career in any subject to the deaf students makes them confused regarding the way to accomplish the goal. This is because due to limited vocabulary understand and language difficulty they have less critical working memory compared to normal individuals to develop effective decision regarding their career for selected subject.

The ECC mentions that all the deaf children to be independent to learn regarding any specific subject independently are required to have the ability to effectively and efficiently communicate regarding it with others. For this purpose, they are to know different communication system to be used and language to be developed which are made based on the age of amplification, aetiology of loss of hearing, presence of absence of additional disabilities, dynamics of the family and others (educateiowa.gov, 2019). Thus, to balance support and promote independence of deaf children regarding mathematics, they are provided effective training regarding the way to communicate regarding better learning of maths by resolving complex barrier faced by them with age and progress in the study level. It is argued by Shohieb (2019), failure to make effective communication and interaction without dependency on others regarding subjects learned by the deaf children in the long-term create difficulty for them to perform and meet the goals of the subjects in their career and education. This is because they are unable to inform and discuss the obstacles faced in the subjects to be resolved by educators to have smooth learning with independence.

The family members act as an effective support to gradually create independence in deaf children. This is because they are always related to communicate with the deaf child and are a valued member of the education team who provides initial assistance to deaf children to be solely dependent on own (educateiowa.gov, 2019). Thus, to make deaf children be independent in learning mathematics in long-term are to access support from the family to get educated about basic action as they would direct them regarding the way to gradually become independent in learning the subject out from school. However, avoidance of support from parents would make deaf children feel left out and lack of basic establishment of vocabulary and direction required to excel independently in any subject (Chen, 2021). As asserted by Leigh and Andrews (2016), students with mature age begins to advocate for their needs and engage in self-exploration of being person with hearing loss. This creates increased independence in them to gradually learn proficiencies in selected subjects of their focus in education. In order to support self-determination and advocacy required for being independent in learning subjects, the deaf children are to be made self-aware of their unique communication and hearing needs and way to manage them in life to independently (educateiowa.gov, 2019). Therefore, for promoting independence in deaf children to learn mathematics, their self-determination and advocacy powers are to be increased through self0-awareness of their actions and controls to be performed.

The updated introduction of new technology in daily life has been effectively in simplifying barriers and obstacles faced by individuals (educateiowa.gov, 2019). The LOWA Administrative Rules for Special Education informs that assistive technologies are devices that helps in increasing, maintaining or improving functional abilities of any child with disability (educateiowa.gov, 2019). It indicates that assistive technology is to be made available to the deaf children which would enhance their functional ability to understand and resolve complex mathematical problems in long-term. However, failure of the presence of assistive technology to the hearing impaired such as speech convertor to sign language and others would make them fail to understand the theoretical basis of the maths explained verbally in the classroom. Moreover, the ECC of LOWA mentions that to make hearing impaired people or children efficiently use assistive technology to be independent to learn and get educated in any subject or in the society are to be trained regarding the way to use the device, maintain and troubleshoot it and where to access the technology on being destroyed due to any cause (educateiowa.gov, 2019). This is because it would make the skilled and master the use of technology in gaining access to all parts of life needed to get effectively educated in mathematics.

The failure to create enhanced technological support for the deaf children in long-term creates anxiety and stress in them regarding the way to achieve life and education goals. This is because the lack of assistance of technology for the special needs children makes them incapable to overcome their shortcoming due to the disabled condition (Ray, 2015). Thus, if the hearing-impaired children are not supported with effective assistance technology for excelling mathematics, they would fail to be independent in learning the subject. Thus, the teachers of deaf (ToD) are required to be aware of creating enhanced technological support for the deaf children to excel in mathematics. The ToD to support gradual development of independence in deaf children are required to have in-depth knowledge of the shortcoming of the child. This is because it would make them determine in what aspects they are to support the child in the basic level so that the shortcomings are resolves to make the child flourish in take own decision without hindrance (Topal et al., 2017).

The ToD require to create enhanced supportive learning environment for the deaf children by allowing both verbal and signal languages to be used in sharing facts regarding any subjects such as mathematics. They are change their style of teaching based on the needs of the deaf children and correct the balanced needed for making them to act with independence in learning (Pimperton et al., 2019). This is because without supportive balance from ToD in education, the deaf children would unable to have favourable learning environment that avoid reflection of their shortcoming and allow them to overcome it to independently learn the subject. In order to make deaf individuals independent in maths, they are to be introduced to the subjects at the early stage so that they can master the vocabulary and process related to the subject to become self-sufficient in progressing with the subject (Crowe et al., 2017). However, late introduction to mathematics of the deaf children leads them to face hindrance in attaining functional and cognitive ability in understanding the complex vocabulary and processes related to the subjects which leads them fail to be independent (Korte et al., 2017).

Conclusion

The above discussion informs that deaf children learn in a different way compared to the normal children as they lack auditory ability which also affects their verbal ability to interact and develop knowledge normally. The difficulties faced by deaf children in learning mathematics which is one of the key STEM subjects is hindered language ability to communicate problems, low skilled teachers, hindered curriculum support, low cognitive ability and working memory and others. The support available to resolve the difficulties and ensure enhanced mathematics learning in deaf children are use of supportive technology, use of multimedia and gaming, different concept of communication, visual representation of facts and others. Further to create independence among the deaf children in learning maths, they are to initially access effective self-determination and advocacy, enhanced auditory control, career support, enhanced communication ability, basic maths knowledge at the early stage, supportive teachers of deaf and others.

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