Family Mediation of Mathematically Based Concepts While Engaged in a Problem-Solving Activity With Their Young Deaf Children

Abstract

This qualitative study examined the relationship between young deaf children's level of mathematics ability ("high" and "low," as defined by test score on the Test of Early Mathematics Ability-3) and opportunities available for the construction of early mathematics knowledge during a problem-solving task implemented by their parents. Findings indicate that the manner in which the mathematically based concepts (number/counting, quantity, time/sequence, and categorization) were incorporated into the activity was more meaningful for children who demonstrated high levels of mathematical ability. In addition, children who demonstrated high levels of mathematical ability experienced a more purposeful use of mediation during activity implementation; however, overall use of mediated learning experience was limited for children from both ability groups.

Word and World Knowledge Among Deaf Learners With and Without Cochlear Implants

“…As a result of their limited access to full, fluent language, however, many if not most deaf and hard-of-hearing (DHH) learners display lower levels of vocabulary compared to hearing peers (Qi & Mitchell, 2012). Indeed, the relative inaccessibility of incidental learning through overhearing the language of others is perhaps the most frequent explanation offered for their language, academic, cognitive, and social delays (Bull, 2008;Calderon & Greenberg, 2011;Hintermair, 2014;Kritzer, 2008;Marschark, Shaver, Nagle, & Newman, in press). Overcoming that barrier is one of the most frequently espoused benefits of pediatric CIs (James, Rajput, Brinton, & Goswami, 2008;McConkey Robbins, 2006;Stith & Drasgow, 2005).…”

The Story of an Outlier: … A Case Study of One Young Deaf Child and His Journey Towards Early Mathematical Competence

“…Information regarding the majority of participants has been presented elsewhere (Kritzer, 2008(Kritzer, , 2009a(Kritzer, , 2009bPagliaro & Kritzer, 2010). Believing, however, that Tommy's extraordinary performance was worthy of further analysisparticularly in consideration of the sub-par scores received by his peers -his story is presented here.…”

Explaining the Unpredictable: The Development of Causal Theories of Mind in Deaf and Hearing Children

“…In general, during early childhood, conversational access for many deaf children of hearing parents (DoH children) depends on their hearing family members’ levels of signing skills. Yet, with some notable exceptions, these are often poor so that DoH children gain only limited early exposure to family conversations, especially causal talk surrounding mental states (Kritzer, ). “Most hearing parents who do sign are limited to relatively concrete conversation with little or no capacity for extended discussions in sign of social phenomena, or intangibles like thoughts and feelings” (Vaccari & Marschark, , p. 797).…”