Learning to Learn: An Analysis of Early Learning Behaviours Demonstrated by Young Deaf/Hard-of-Hearing Children with High/Low Mathematics Ability

Pagliaro, Claudia M.; Kritzer, Karen L.

doi:10.1179/146431510x12626982043723

Cited by 12 publications

(9 citation statements)

References 26 publications

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“…Deaf individuals are generally considered to be lagging behind hearing peers in mathematical tasks across a wide age range ( Ansell and Pagliaro, 2006 ). They show delays in abstract counting and scores on standardized tests (e.g., arithmetical problem solving, logical reasoning, and understanding of fractional concepts) (e.g., in 2–3.5-year-olds, Pagliaro and Kritzer, 2010 ). Mitchell (2008) found that deaf students are significantly below grade level, exiting high school with about a 5th–6th grade level of mathematical achievement.…”

Section: Introductionmentioning

confidence: 99%

“…Mitchell (2008) found that deaf students are significantly below grade level, exiting high school with about a 5th–6th grade level of mathematical achievement. Previous research has shown that because of the impoverished language environments, their hearing losses and limited access to wide-ranging numerical experience, many Students with Hearing Loss (SHL) are deficient in early quantitative concepts ( Nunes, 2004 ; Kritzer, 2009a ; Pagliaro and Kritzer, 2010 ; Pixner et al, 2014 ). Madalena et al (2015) found that SHL with an early exposure to a sign language show better performance than those with a late exposure to the same language.…”

Section: Introductionmentioning

confidence: 99%

“…Such a relationship might be explored in SHL; not because SHL necessarily have dyscalculia themselves; but rather, because the reduced exposure of SHL to numerical concepts in early development may lead to similar problems ( Swanwick et al, 2005 ). A relatively small number of studies have investigated the performance of SHL on specific areas of mathematics ( Pagliaro and Kritzer, 2010 ). The current study expands this by focusing both on symbolic mathematics and non-symbolic numerical processing.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Approximate Number Sense in Students With Severe Hearing Loss: A Modality-Neutral Cognitive Ability

Bu²,

Sanford³

et al. 2021

Front. Hum. Neurosci.

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The Approximate Number System (ANS) allows humans and non-human animals to estimate large quantities without counting. It is most commonly studied in visual contexts (i.e., with displays containing different numbers of dots), although the ANS may operate on all approximate quantities regardless of modality (e.g., estimating the number of a series of auditory tones). Previous research has shown that there is a link between ANS and mathematics abilities, and that this link is resilient to differences in visual experience (Kanjlia et al., 2018). However, little is known about the function of the ANS and its relationship to mathematics abilities in the absence of other types of sensory input. Here, we investigated the acuity of the ANS and its relationship with mathematics abilities in a group of students from the Sichuan Province in China, half of whom were deaf. We found, consistent with previous research, that ANS acuity improves with age. We found that mathematics ability was predicted by Non-verbal IQ and Inhibitory Control, but not visual working memory capacity or Attention Network efficiencies. Even above and beyond these predictors, ANS ability still accounted for unique variance in mathematics ability. Notably, there was no interaction with hearing, which indicates that the role played by the ANS in explaining mathematics competence is not modulated by hearing capacity. Finally, we found that age, Non-verbal IQ and Visual Working Memory capacity were predictive of ANS performance when controlling for other factors. In fact, although students with hearing loss performed slightly worse than students with normal hearing on the ANS task, hearing was no longer significantly predictive of ANS performance once other factors were taken into account. These results indicate that the ANS is able to develop at a consistent pace with other cognitive abilities in the absence of auditory experience, and that its relationship with mathematics ability is not contingent on sensory input from hearing.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Approximate Number Sense in Students With Severe Hearing Loss: A Modality-Neutral Cognitive Ability

Bu²,

Sanford³

et al. 2021

Front. Hum. Neurosci.

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“…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.…”

Section: Purpose Of the Studymentioning

confidence: 94%

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

Kritzer

2012

Deafness & Education International

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The purpose of this study was to examine the story behind one young deaf child who demonstrated exceptional early mathematical competence and the individual and family characteristics that might have contributed to his success. As an outlier, this child achieved a score on a test of early mathematical ability that was two standard deviations higher than the next highest score. Using qualitative methodology, this study examines factors that may have contributed to this child's early mathematical success including family, home, and individual learning behaviours such as engagement, resilience, curiosity, and challenge seeking. Findings indicate that there is value to examining the story behind outlier scores and that multiple factors are likely to contribute to success.

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“…Estudos mostram que o desempenho na matemática não é inerente à surdez ou a sua capacidade de entender conceitos matemáticos, mas parece estar mais ligado a fatores externos tais como a formação de professores, bem como a oportunidades educacionais e a fatores externos à sala de aula (PAGLIARO; ANSELL, 2002;KRITZER, 2008;KRITZER, 2010;PAGLIARO, 2010).…”

Section: Fatores Que Contribuem Para O Desempenhounclassified

Matemática: um desafio internacional para estudantes surdos

Kritzer

Pagliaro

2013

Cad. CEDES

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Learning to Learn: An Analysis of Early Learning Behaviours Demonstrated by Young Deaf/Hard-of-Hearing Children with High/Low Mathematics Ability

Cited by 12 publications

References 26 publications

Approximate Number Sense in Students With Severe Hearing Loss: A Modality-Neutral Cognitive Ability

Approximate Number Sense in Students With Severe Hearing Loss: A Modality-Neutral Cognitive Ability

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

Matemática: um desafio internacional para estudantes surdos

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